“Listen to the Feedback of Students”: First-Generation College Students Voice Inequalities in Schooling Brought on by the COVID-19 Pandemic

Cassandra R. Davis, Harriet Hartman, Milanika Turner, Terri Norton, Julie Sexton, Dara Méndez, Jason Méndez

Research output: Contribution to journalArticlepeer-review

Abstract

In March 2020, the higher-education community faced one of its largest disruptions to date with the COVID-19 pandemic forcing campuses to close their doors to thousands of students. The university-wide closures prompted a collaboration between researchers and college administrators to assess the impact of COVID-19 on First-Generation College Students (FGCS). The team surveyed 659 FGCS across five U.S. universities to assess the ways in which the pandemic exacerbated already existing inequalities students faced in their persistence to graduate from college. The team used the social cognitive career theory as a conceptual framework for analysis. Our findings revealed that when respondents compared their life before COVID-19 with their present state, FGCS were less likely to perceive they had enough money to return to college, felt overwhelmed and lonely by added stress, and were more likely to see an increase in family responsibilities.

All Science Journal Classification (ASJC) codes

  • Education

Fingerprint

Dive into the research topics of '“Listen to the Feedback of Students”: First-Generation College Students Voice Inequalities in Schooling Brought on by the COVID-19 Pandemic'. Together they form a unique fingerprint.

Cite this