The Impact of Covid-19 on the Educational and Career Outcomes of First-Generation College Students and their Families

Covid-19 对第一代大学生及其家庭的教育和职业成果的影响

• 批准号: 2148566
• 负责人: Katherine Mason
• 金额: $ 35.52万
• 依托单位: Brown University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2148566&HistoricalAwards=false
• 关键词: Impact; Covid; 19; Educational; Career

The Covid-19 pandemic has greatly disrupted the education of first-generation college students—those whose parents did not complete a college degree. These students and their parents are often low-income, racial/ethnic minorities, and/or of an immigrant background. Compared to other families, they have fewer resources to absorb the impact of the educational and social crises stemming from the pandemic, but also have more at stake in completing a college degree. In families of first-generation college students, parents and children strive together for individual and collective success based on the belief that higher education will advance the family's economic mobility, improve their social status, and help them fulfill their obligations to each other. This research examines how the Covid-19 pandemic has affected the educational and life goals of first-generation college student families and the actions taken in support of these goals. The project findings, to be shared in public-facing documents and web-based formats including a public archive, informs university supports and social services for vulnerable learners and families. This project is jointly funded by Cultural Anthropology and the Established Program to Stimulate Competitive Research (EPSCoR). The project hypothesizes that the Covid-19 pandemic has led first-generation college students and their families to prioritize caretaking actions aimed at immediate practical needs over the longer- term goals of better lives enabled by education. This hypothesis will be investigated through three years of data collection and analysis. Sixty parent-student pairs will each participate in: 1) two years of monthly journaling on the Pandemic Journaling Project (PJP) platform, created by two of the PIs in May 2020; 2) two one-on-one interviews with researchers; and 3) two interviews conducted between parent and student. These varied methods will capture families' shifting thinking, goals, and actions in relation to education and well-being. Understanding these perspectives and choices will advance theories of how families seek to create meaningful lives through both education and caregiving in the wake of crisis.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

新型冠状病毒肺炎（COVID-19，即2019冠状病毒病）大流行极大地扰乱了第一代大学生的教育--这些学生的父母没有完成大学学位。这些学生和他们的父母通常是低收入，种族/少数民族，和/或移民背景。与其他家庭相比，他们没有那么多资源来承受疫情引发的教育和社会危机的影响，但在完成大学学位方面也面临着更大的风险。在第一代大学生的家庭中，父母和孩子共同努力，为个人和集体的成功，基于这样的信念，即高等教育将促进家庭的经济流动性，提高他们的社会地位，并帮助他们履行彼此的义务。本研究探讨了新冠肺炎疫情如何影响第一代大学生家庭的教育和生活目标，以及为支持这些目标而采取的行动。该项目的调查结果将以面向公众的文件和基于网络的格式（包括公共档案）共享，为大学为弱势学生和家庭提供支持和社会服务提供信息。该项目由文化人类学和刺激竞争研究的既定计划（EPSCoR）共同资助。该项目假设，新冠肺炎疫情已导致第一代大学生及其家庭优先考虑旨在满足眼前实际需求的护理行动，而不是通过教育实现更好生活的长期目标。将通过三年的数据收集和分析对这一假设进行调查。60对家长和学生将分别参加：1）由两名PI于2020年5月创建的Pandemic Journaling Project（PJP）平台上为期两年的每月日志; 2）与研究人员进行两次一对一访谈; 3）在家长和学生之间进行两次访谈。这些不同的方法将捕捉家庭在教育和福祉方面不断变化的思维、目标和行动。理解这些观点和选择将推进家庭如何在危机后通过教育和生活创造有意义生活的理论。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Seesaw Precarity: Journaling Anxious Hope on a Chinese University Campus During Covid-19

• DOI: 10.1007/s11013-024-09846-8
• 发表时间: 2024-02-23
• 期刊: CULTURE MEDICINE AND PSYCHIATRY
• 影响因子: 1.7
• 作者: Mason，Katherine A.;Xie，Jianmei
• 通讯作者: Xie，Jianmei

“You would think she would hug me”: Micropractices of Care Between First-Generation College Students and Their Parents During Covid-19

“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
• 发表时间: 2023
• 期刊: and Psychiatry
• 作者: Flores, Andrea;Mason, Katherine A.
• 通讯作者: Mason, Katherine A.