“You would think she would hug me”: Micropractices of Care Between First-Generation College Students and Their Parents During Covid-19
“You would think she would hug me”: Micropractices of Care Between First-Generation College Students and Their Parents During Covid-19
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“你会认为她会拥抱我”：Covid-19 期间第一代大学生及其父母之间的护理微观实践
DOI：
10.1007/s11013-023-09833-5
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Mason, Katherine A.
中科院分区：
文献类型：
--
作者：
Flores, Andrea;Mason, Katherine A.
新冠肺炎疫情极大地扰乱了第一代大学生（第一代）的教育，他们的父母没有完成大学学位。随着校园关闭，活动取消，支持服务减少，许多第一代越来越依赖父母在精神上、情感上和后勤上的支持。与此同时，由于新冠疫情的长期影响，他们的父母面临着更大的压力和挑战。我们研究了第一代和他们的父母之间的关系动态在他们如何共同度过新冠大流行的头两年所起的作用。我们参考了自认为第一代和第一代父母在2021年10月至2022年5月期间向大流行日记项目提交的日记，这是对第一代家庭Covid-19经历的试点研究的一部分，并对三对学生父母进行了一系列采访。我们认为，我们所说的关怀的微观实践——父母和学生之间定期交换的“小事”，比如一句友好的话、一份小礼物或开车兜风——在心理健康和教育坚持方面发挥了关键作用。我们发现，当一组成员提供的实践与另一组成员的接受之间存在同步时，心理健康得到了保护。当存在不同步时，心理健康就会不稳定。这些发现反映了第一代家庭在危机时期创造性地依赖于保持共同心理健康和学生成功的策略。我们展示了日常的心理健康是如何在两个致力于实现共同生活目标的人之间的主体间空间中形成的。
The Covid-19 pandemic has greatly disrupted the education of first-generation college students (first-gens)—those whose parents did not complete a college degree. With campuses closed, activities canceled, and support services curtailed, many first-gens have increasingly relied on their parents for mental, emotional, and logistical support. At the same time, their parents face compounding stresses and challenges stemming from the prolonged effects of the Covid pandemic. We examined the role that relational dynamics between first-gens and their parents played in how they weathered the first 2 years of the Covid pandemic together. We draw upon journals submitted by self-identified first-gens and parents of first-gens to the Pandemic Journaling Project between October 2021 and May 2022 as part of a pilot study of first-gen family experiences of Covid-19, along with a series of interviews conducted with three student–parent dyads. We argue that what we term themicropractices of care—the “little things,” like a kind word, small gift, or car ride, that were regularly exchanged between parents and students—played a key role in mental wellness and educational persistence. We find that when there is synchrony between practices offered by one dyad member and their reception by the other, mental wellbeing is preserved. When there is asynchrony, mental health is destabilized. These findings reflect the strategies on which first-gen families have creatively relied to maintain shared mental wellness and student success during a time of crisis. We show how everyday mental wellness is forged in the intersubjective space between two people engaged in achieving shared life goals.
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