Research on youth can miss important aspects of their lives if this work focuses only on the parent-child relationship. This focus can also overlook Black feminist interventions to understanding the roles of othermothers and can miss how nonparental relatives such as aunts may provide support, housing stability, and safety for youth. On the basis of a mixed-methods longitudinal study with 83 lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth in South Texas and the Inland Empire of California, the authors intervene through examining how aunts’ supportive practices shape LGBTQ youth’s experiences of housing stability and safety. The findings empirically demonstrate how LGBTQ-supportive aunting practices, such as educating other family members about LGBTQ people and housing an LGBTQ nibling, actively challenge cisheteronormativity. This study moves forward research on family processes by not focusing on parent-child relationships or LGBTQ “families of choice” to instead examining how aunts can support LGBTQ youth, disrupt cisheteronormativity, and prevent LGBTQ youth from becoming unhoused.
more »
« less
Activating Family Safety Nets: Understanding Undergraduates’ Pandemic Housing Transitions
Safety nets are typically invisible until tested, and the COVID-19 pandemic provides an opportunity to observe how undergraduates responded to the common challenge of campus closures. Using survey data from two public universities (N = 750), we investigated the factors associated with students’ reports of moving to a parent’s home as a result of the pandemic. Our findings indicate that students’ material needs stemming from loss of housing (if on campus) or employment (if off campus) significantly affected but did not fully explain their housing decisions. Beyond these factors, older students and those living with a romantic partner, sibling, or extended family member were less likely to move in with a parent. These findings build on research documenting class-based differences by demonstrating the importance of life stage and other social ties. Moreover, they highlight how parent-child relationships evolve during the transition to adulthood, influencing decisions to seek support in times of crisis.
more »
« less
- PAR ID:
- 10515685
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Socius: Sociological Research for a Dynamic World
- Volume:
- 10
- ISSN:
- 2378-0231
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This Complete Research paper describes the experiences of commuter students pertaining to integration during COVID-19. Many colleges and universities host a large population of commuter students who often live at home and also work part-time or full-time jobs. Although there are varying definitions of commuter students, typically they are defined as someone who does not reside in University housing and primarily live at home with their families. Commuter student needs differ significantly from residential students. On top of academics and extracurricular activities, commuter students face the daily challenge of commuting to and from campus. However, a recent report found that there were more students that wanted to and or chose to live at home even with the extra demands on being a commuter student. The COVID-19 pandemic has added another challenge to commuter students as well. The incorporation of online classes and having almost no opportunity to be in on campus in person has left many students, especially commuter students, feeling isolated and disconnected from university life. The pandemic allowed for many technological solutions to attending classes but the challenge to stay connected and involved was often overlooked and left some commuter students disheartened.more » « less
-
In this paper, we explore the lived pandemic experiences of civil and mechanical engineering students participating in a S-STEM scholarship program during the 2020-2021 academic year. The program, launched in 2020, is designed to facilitate the transfer of students from a community college to an urban-serving research university co-located in a Midwestern city. Findings reveal how the pandemic both challenged students and illuminated resiliency and sources of on- and off-campus support. A description of how findings have informed program goals and implementation is offered.more » « less
-
The COVID-19 pandemic caused extensive disruption to higher education, highlighting the negative impacts of emergency shift to online instruction. As a result, advantages of intentionally designed, online programs in higher education were overshadowed during the pandemic. Furthermore, socioeconomic disparities were exacerbated during the pandemic which extended to STEM undergraduate transfer students, who are more likely to be low-income, from historically underrepresented groups, older, and first generation in their family to attend college. To better understand the impact of the pandemic on STEM undergraduates, including those in an intentionally designed online program, ordinal regression analysis of 352 student survey respondents enrolled in a life sciences major at a large, R1 institution in the United States spring 2020 through fall 2021 was performed. Three student types are compared: on-campus, first-time in college (FTIC); on-campus transfer (OC-TR); and online transfer (ONL-TR) students. The latter group receives all course delivery online, whereas on-campus student groups received predominately in-person course delivery prior to the pandemic. ONL-TR students were over six times less likely to report negative educational impact compared to on-campus students, FTIC and OC-TR, while controlling for parent education, income, gender, race/ethnicity, and GPA. Additional survey items further explored this result and were validated with academic records and thematic analysis of students’ text responses. A pre−/post-pandemic comparison revealed that students maintained a similar course load and GPA, despite increased perceptions of a lower GPA during the pandemic. OC-TR students were over two times more likely to express increased concern related to delayed graduation and higher frequency of feeling stress compared to FTIC and ONL-TR students. Meanwhile, low-income students were more likely to report stressors due to the pandemic’s impact on daily life, independent of student type. Taken together, students in this intentionally designed online program were more resilient to the educational and emotional impacts of the pandemic compared to on-campus students. The differences between student groups warn against generalization of student impacts and suggest further research into the positive role of online learning, not just for delivery of educational content and expanding access, but for academic and emotional stability for different student populations.more » « less
-
The purpose of our poster presentation is two-fold: 1) to provide an overview of our NSF project, Pandemic Impact: Undergraduates’ Social Capital and Engineering Professional Skills, and 2) to report our progress and preliminary quantitative findings. We hope to discuss our project and preliminary results with fellow engineering educators and receive feedback. The COVID-19 pandemic has impacted engineering education in multiple ways that will continue to be felt for years to come. One of the less understood ways the pandemic has continued to leave a residue on engineering education is how social distancing and online courses altered students’ professional development. Of particular concern are students who were either new to the institution or started their college education during the pandemic. These students have potentially limited opportunities to establish social relationships at their educational institutions compared to students who already developed such relationships when the pandemic-induced online learning took place. The differences in students’ social relationships can have other, more profound impacts on their undergraduate engineering experiences. Research has shown that students’ social relationships provide them with connections to resources and supports essential for navigating an engineering program and help them obtain more opportunities to practice non-technical professional skills [1], [2]. Although social distancing measures diminished and students returned primarily to in-person, the pandemic has altered the development of engineering students in ways not understood. In particular, understanding the nature of students’ social interactions on campus and the types of opportunities for professional development is essential so that instructors and campus staff can respond to the developmental needs of students. As a result, the overarching research question for our project is: How do engineering undergraduates leverage relationships (operationalized as social capital) to gain opportunities to develop professional skills?more » « less
An official website of the United States government
