The impact of the coronavirus crisis on European societies. What have we learnt and where do we go from here? – Introduction to the COVID volume

Grasso, Maria Federica; Klicperová‐Baker, Martina; Koos, Sebastian; Kosyakova, Yuliya; Petrillo, A; Vlase, Ionela

doi:10.1080/14616696.2020.1869283

Cited by 73 publications

(54 citation statements)

References 65 publications

(59 reference statements)

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“…These COVID-19 induced lockdowns have led to serious concerns regarding students' academic progress and their well-being. At the same time, the COVID-19 pandemic can exacerbate existing patterns of social inequalities in education ( Grasso et al, 2021 , p. 7). Initial studies of the effects of the spring 2020 lockdown in the Netherlands demonstrated that the learning loss due to closed schools is more pronounced among students of lower socioeconomic status (SES) ( Engzell et al, 2021 ; Nationaal Cohort Onderzoek Onderwijs, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The effect of COVID-19-related school closures on students’ well-being: Evidence from Danish nationwide panel data

Jensen¹,

Reimer²

2021

SSM - Population Health

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We study the effect of the temporary closure of Danish schools as a result of the COVID-19 pandemic in spring 2020 on students' reported levels of well-being and test whether the effect varies among students of different socioeconomic status. To this end, we draw on panel data from the mandatory annual nationwide Danish Student Well-being Survey (DSWS) and exploit random variation in whether students answered the 2020 survey before or during the spring lockdown period. This enables us to compare reported levels of student well-being for selected measures – whether students “like school” and whether they “feel lonely” – among students in grades 6–9 to their responses from previous years. We use an event-study design with individual as well as year, month, and grade fixed effects. Our results indicate, firstly, that students' well-being with respect to liking school improved during the lockdown, even if students who answered during vs. before the lockdown were not on parallel trends in terms of previous levels of reported well-being. Secondly, school closures seemed to not affect students’ reported levels of loneliness. Thirdly, the spring lockdown might have had a more positive impact among students of lower socioeconomic status.

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Section: Introductionmentioning

confidence: 99%

The effect of COVID-19-related school closures on students’ well-being: Evidence from Danish nationwide panel data

Jensen¹,

Reimer²

2021

SSM - Population Health

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“…COVID-19 complicated refugee integration in Germany due to concerns about health and financial risk [31]. The pandemic increased the feeling of uncertainty in refugees' everyday working life and diminished the mechanism and objectives to improve their working conditions [25].…”

Section: Literature Review: Covid-19 Effect On Refugee Integrationmentioning

confidence: 99%

The Impact of the COVID-19 Pandemic on the Working Conditions, Employment, Career Development and Well-Being of Refugee Researchers

Tzoraki¹,

Dimitrova

Barzakov

et al. 2021

Societies

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The ongoing ‘refugee crisis’ of the past years has led to the migration of refugee researchers (RRs) to European countries. Due to the COVID-19 pandemic, RRs often had to work from home and/or to continue their social, cultural and economic integration process under new conditions. An online survey carried out to explore the impact of the pandemic on the refugee researchers showed that RRs found it difficult to adapt their everyday working life to the ‘home’ setting. The majority have had neither a suitable work environment at home nor the appropriate technology. Although they stated that they are rather pleased with the measures taken by the public authorities, they expressed concern about their vulnerability due to their precarious contracts and the bureaucratic asylum procedures, as the pandemic has had a negative impact on these major issues. The majority of RRs working in academia seem not to have been affected at all as far as their income is concerned, while the majority of those employed in other sectors became unemployed during the pandemic (58%). Recommendations are provided to the public authorities and policy makers to assist RRs to mitigate the consequences of the pandemic on their life.

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“…However, the empirical evidence on the pandemic's effect on gender inequalities thus far is mixed (Grasso et al 2021). Some survey studies have found that women were more likely than men to reduce their working hours or stop working after the start of the nationwide lockdowns (e.g., Collins et al 2020;Farré et al 2020; for the United States, Spain, and Germany).…”

Section: Introductionmentioning

confidence: 99%

Has Covid-19 increased gender inequalities in professional advancement? Cross-country evidence on productivity differences between male and female software developers

Hipp¹,

Konrad

2022

JFamRes

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Objective: This article analyzed gender differences in professional advancement following the outbreak of the Covid-19 pandemic based on data from open-source software developers in 37 countries. Background: Men and women may have been affected differently from the social distancing measures implemented to contain the Covid-19 pandemic. Given that men and women tend to work in different jobs and that they have been unequally involved in childcare duties, school and workplace closings may have impacted men’s and women’s professional lives unequally. Method: We analyzed original data from the world’s largest social coding community, GitHub. We first estimated a Holt-Winters forecast model to compare the predicted and the observed average weekly productivity of a random sample of male and female developers (N=177,480) during the first lockdown period in 2020. To explain the cross-country variation in the gendered effects of the Covid-19 pandemic on software developers’ productivity, we estimated two-way fixed effects models with different lockdown measures as predictors – school and workplace closures, in particular. Results: In most countries, both male and female developers were, on average, more productive than predicted, and productivity increased for both genders with increasing lockdown stringency. When examining the effects of the most relevant types of lockdown measures separately, we found that stay-at-home restrictions increased both men’s and women’s productivity and that workplace closures also increased the number of weekly contributions on average – but for women, only when schools were open. Conclusion: Having found gender differences in the effect of workplace closures contingent on school and daycare closures within a population that is relatively young and unlikely to have children (software developers), we conclude that the Covid-19 pandemic may indeed have contributed to increased gender inequalities in professional advancement.

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The impact of the coronavirus crisis on European societies. What have we learnt and where do we go from here? – Introduction to the COVID volume

Cited by 73 publications

References 65 publications

The effect of COVID-19-related school closures on students’ well-being: Evidence from Danish nationwide panel data

The effect of COVID-19-related school closures on students’ well-being: Evidence from Danish nationwide panel data

The Impact of the COVID-19 Pandemic on the Working Conditions, Employment, Career Development and Well-Being of Refugee Researchers

Has Covid-19 increased gender inequalities in professional advancement? Cross-country evidence on productivity differences between male and female software developers

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