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Elise, a nursing student at a prestigious university in the Northeast, found herself back in her parents’ modest one-bedroom apartment following the COVID-19 pandemic declaration in March 2020. Sleeping on the floor was an uncomfortable routine for her, compounded by family members frequently passing through, making restful nights elusive. Interruptions affected her focus during lectures and exams and, at times, limited internet speed hindered her ability to participate in online classes. Elise felt burdened by the financial constraints that prevented her from asking her parents for a new computer, as she was aware of their tight budget.
In contrast, her classmate Bella, a business student with parents who both attended Ivy League institutions, benefitted from two empty rooms in her home. One room was designated for sleep, while the other served as a conducive study environment, complete with a monitor and various accessories aimed at enhancing her academic experience.
As a doctoral candidate in sociology, I examine disparities among young adults. Elise and Bella represent examples from the 48 undergraduates I interviewed to explore how students from various socioeconomic backgrounds coped with campus shutdowns due to the pandemic. Although they shared the same elite educational setting, students from upper-middle-class families like Bella typically had access to resources and support systems that their less affluent peers, such as Elise, could only dream of.
Now that most students have returned to in-person classes, the disparities remain pervasive. The lessons learned during the pandemic can guide colleges in addressing student inequality moving forward:
1. Technology Gaps Disrupt Learning
Elise was not alone in facing challenges regarding technology access. Shelton, another student in my study majoring in social sciences, recounted an experience of being without a laptop for two and a half weeks, during which he managed to write a four-page paper using only his smartphone. Although he eventually acquired a laptop by June 2020, he still lacked Wi-Fi in his off-campus living space.
Before the pandemic, students often relied on their university’s computer labs and internet resources on campus. However, during remote classes, many had to resort to attending online lectures via smartphones or parking in store lots to access Wi-Fi. While the majority of students own both cellphones and laptops, the capabilities of these devices and their online connectivity are not uniformly distributed.
2. Living Conditions Affect Academic Success
When universities sent students home in March 2020, many faced difficult living situations. Some did not have a safe home to return to, while others grappled with fears of exposing their families to COVID-19 or adding financial strain. Space, privacy, internet access, and interruptions from family members became significant stressors. Jennifer, a STEM major, recalled her inadequate living arrangements, initially staying in a friend’s living room before relocating to her grandparents’ house.
Prior to the pandemic, students residing in dormitories represented a minority. A significant number of university students lived off-campus, often staying with their parents. A fall 2019 survey revealed that about 35% of four-year students and half of community college enrollees faced housing difficulties, such as struggling to pay rent or leaving unsafe living environments. The experiences of students like Jennifer highlight the socioeconomic disparities impacting those who already lived off-campus, with varying access to space and quiet for effective studying.
3. Many Students Take on Caregiving Roles
The pandemic further compounded students’ caregiving responsibilities, which sometimes reduced time available for academics. Ashley, a social sciences major, shared how she managed shopping, cooking, and overseeing her younger siblings’ remote education while her mother worked a retail job. “It was not necessarily a negative that I was home to assist, but it definitely impacted my studies,” she noted.
Previously, Ashley had contributed to her family’s finances remotely, but her role intensified after returning home when she became the only adult available to support her siblings. This reality challenges the notion of college life as a period of individual exploration. Recent studies indicate that many students from low-income, minority, or immigrant backgrounds actively support their families by sending money, assisting with homework, helping parents navigate technology, and even accompanying them to medical appointments. Such responsibilities often remain overlooked by faculty and university officials.
It is crucial to recognize that students simultaneously navigate family and community obligations alongside their educational pursuits. Creating inclusive educational environments requires faculty to cultivate an understanding of these diverse experiences and offer flexibility and empathy accordingly.
However, while empathy is valuable, it cannot resolve issues like broken laptops or unpaid rent. The pandemic laid bare the systemic inequalities embedded in university structures designed primarily for the so-called “traditional” college students, who are typically fresh out of high school, living on campus, financially supported, and carrying minimal caregiving duties. Such circumstances may indeed render these students a privileged minority.
Source
www.higheredjobs.com