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The impact of campus closures: experiences of first-generation college students at a 4-year private university in southern California
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Content
The Impact of Campus Closures: Experiences of First-Generation College Students at a 4-
Year Private University in Southern California
by
Ruby Lin
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2022
© Copyright by Ruby Lin 2022
All Rights Reserved
The Committee for Ruby Lin certifies the approval of this Dissertation
Cathy Krop
Esther Kim
David Cash, Committee Chair
Rossier School of Education
University of Southern California
2022
iv
Abstract
The overall mental health of college students has been greatly impacted during COVID-19.
However, for historically marginalized populations in higher education institutions, such as first-
generation college students, the pandemic exacerbated the possible stressors they experienced.
The transition to remote learning, limited support and access to university resources have
contributed to increased stress, anxiety, fear and worry. Sustaining their overall mental health
and understanding the role of higher education institutions are imperative in their persistence to
obtaining their degree. This qualitative study serves to convey the lived experiences of seven,
first-generation college students at a 4-year, private university in Southern California. These
students were asked to move out of their campus residence during their spring semester of the
first-year living on campus. Available literature reveals that first-generation college students
have been impacted as a whole, but further research is needed on the exact details of how their
mental wellness have been impacted. Understanding the levels of complexity through the lens of
first-generation college students will provide greater context on how to address their needs in
higher education institutions to keep them on the persistence track through college.
Keywords: first-generation college students, mental wellness, campus closures
v
Dedication
To my husband, Steve, for championing this dream with me and being my rock through this
whole process. You are a constant source of strength and motivation. I could not have done this
without your prayers, sense of humor and sacrificial love through the long hours of studying and
writing.
To my son, Hudson, for listening to my ideas and taking interest in this work. Thank you for
inspiring me with your heart for justice. I am proud of the leader you are becoming.
To my daughter, Norah, for all your encouragement and passion. Thank you for inspiring me
with your compassion. Your capacity to make others feel seen is powerful.
To my daughter, Daphne, for endless hugs and original jokes to keep me laughing. Thank you
for inspiring me with your joy. Your light and love are contagious.
To my Heavenly Father, for making all things possible. Thank you for giving me this amazing
opportunity and equipping me with all that I needed. Your ways and thoughts are greater than I
could ever imagine (Isaiah 55:8-9).
vi
Acknowledgements
Accomplishing my doctorate degree and writing a dissertation involved the teamwork of
family, friends, colleagues, faculty and students. Thank you for your relentless love, support and
motivation through this whole process.
Where would I be without my mom, Anh. I am so grateful for the years of sacrifice you
made to help me accomplish my dreams. Your example of love, hope, prayer, resilience and
strength has been an inspiration to me. I am so proud to be your daughter. My sister, Emily, I
admire the ways in which you live out generosity and love. I may be older by age, but I am
learning so much through you.
Thank you to Jenny, Julie, Sarah, My, Justine, Connie L., Connie P., Stephanie, Jen and
Cathy for your friendship and sisterhood. I appreciate every prayer, call, text, meals and words of
encouragement through this whole process.
Thank you to my colleague, mentor and friend, Joyce. You have provided a safe place to
ask questions and to be seen. It was your encouragement several years ago that gave me more
confidence to pursue this degree.
Thank you to my fierce cohort, the Avengers. This has been an incredible journey
together and the relationships we have made will extend beyond. Victoria, this has been one wild
ride starting from immersion weekend, classes, early morning writes, revisions, and to
graduation. Thank you for keeping me motivated and grounded. I am so proud of you, my first-
gen sister. Maritza, you bring life and joy into every space you enter in. I am so grateful our
paths crossed as we tried to navigate life as a student and motherhood. Your prayers held me
together. Kerry, the space you hold for others is so rare. Thank you for being a support and a
vii
source of encouragement through all the small and large moments in this process. Victoria,
Maritza and Kerry, our mosaic sisterhood is one of the best gifts from this program.
Thank you to my chair, Dr. Cash and my committee members, Dr. Krop and Dr. Kim.
The three of you have been instrumental in my dissertation process. Dr. Cash, I appreciate your
honesty and check-ins created a welcoming environment to ask questions, reflect and to
challenge the status quo. Thank you for all your support, quick feedback and keeping me on
track during the dissertation process. Dr. Krop, I am so appreciative of your insight and
encouragement. You have demonstrated how scholar practitioners can approach academia with
kindness and compassion. Dr. Kim, I have learned so much about research through you. Thank
you for providing direction earlier on as I was deciding on my dissertation topic. I will never
forget what you said, “Research is an opportunity to provide a little more hope in our world.” I
held onto those words during the dissertation process and will continue to do so.
Thank you to my dog, Cody, for keeping me company during all the hours of writing.
Your faithful presence provided comfort during those challenging days.
Thank you to my former and current students. You continue to remind me of my calling
in education. Sydney F., my full circle teaching moment came when I taught you as a fourth-
grade student and when you sat in my course as a first-year college student.
Finally, I want to thank the seven first-generation college students who shared their lived
experiences with me. This dissertation would not have been possible without your trust and
openness. I am in awe of the determination, strength, resilience, and legacy as first in your
families. I celebrate your lives and narratives. You are changing your communities.
viii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
List of Tables ................................................................................................................................. xi
List of Figures ............................................................................................................................... xii
List of Abbreviations ................................................................................................................... xiii
Chapter One: Overview of the Study .............................................................................................. 1
Statement of the Problem .................................................................................................... 7
The Purpose of the Study .................................................................................................... 8
Limitation and Delimitations ............................................................................................ 10
Definition of Terms........................................................................................................... 10
Organization of the Study ................................................................................................. 12
Chapter Two: Review of the Literature ........................................................................................ 14
Tinto’s Theory of Persistence as a Theoretical Framework ............................................. 15
Criticisms of Tinto’s Theory of Persistence ..................................................................... 17
Experiences of First-Generation College Students at 4-Year Institutions ........................ 23
The Mental Health of College Students During COVID-19 ............................................ 33
Marginalized Populations May Experience Exacerbated Stressors .................................. 37
Conclusion of Mental Health of College Students During COVID-19 ............................ 44
The Role of Higher Education .......................................................................................... 44
Conclusion of the Role of Higher Education .................................................................... 52
Summarizing the Literature .............................................................................................. 52
Purpose of the Study ......................................................................................................... 54
ix
Selection of the Population ............................................................................................... 55
Design Summary ............................................................................................................... 57
Methodology ..................................................................................................................... 58
Instrumentation and Protocols .......................................................................................... 59
Data Collection ................................................................................................................. 60
Data Analysis .................................................................................................................... 62
Positionality of Researcher ............................................................................................... 64
Trustworthiness and Credibility ........................................................................................ 64
Summary ........................................................................................................................... 65
Chapter Four: Significant Findings ............................................................................................... 66
Seven Participants ............................................................................................................. 66
Phase 1: Reflective Response ........................................................................................... 68
Phase 2: Interviews With the Participants ........................................................................ 68
Findings for Research Question 1: How Has the Sudden Closure of the University
Campus Impacted the Mental, Emotional, Social and Physical Well-Being of
First-Generation College Students? .................................................................................. 69
Findings for Research Question 3: In What Ways Are First-Generation College
Students Feeling Connected to the University? ................................................................ 90
In this study, connection is used to describe a sense of belonging. Before campus
closure, five out of the seven participants had a sense of belonging to the
university. Kevin had just started a job he had wanted. Veronica and Katrina were
both invested and deeply involved with the first-generation program. They had
developed friendships and were enjoying a college experience. Through the
findings, a few major themes emerged in regard to perceptions of connection. .............. 90
Noteworthy Emerging Themes ....................................................................................... 100
Summarizing Findings of Support .................................................................................. 102
Summarizing Benefits of Campus Closures ................................................................... 104
Summary of the Lived-Experiences of Seven Participants ............................................. 107
Chapter Five: Recommendations ................................................................................................ 109
x
Background of the Problem ............................................................................................ 109
Purpose of the Study ....................................................................................................... 112
Discussion of Findings .................................................................................................... 113
Limitations ...................................................................................................................... 120
Conclusion ...................................................................................................................... 125
References ................................................................................................................................... 127
Appendix A: Email and Informed Consent to Obtain Potential Participants Names and
Emails ......................................................................................................................................... 140
Appendix B: Reflective Prompt .................................................................................................. 141
Appendix C: Semi-Structured Interview Guide .............................................................................. 1
xi
List of Tables
Table 1: Participant Information 67
xii
List of Figures
Figure 1: Conceptual Framework 39
xiii
List of Abbreviations
FGCS First-Generation College Student
CGCS Continuing-Generation College Student
HEI Higher Education Institutions
PWI Predominantly White Institution
WHO World Health Organization
1
Chapter One: Overview of the Study
On March 11, 2020, the world as we knew it changed. Phrases such as “social
distancing,” “shelter in place,” and “quarantine,” became the new reality. The World Health
Organization (WHO) declared the coronavirus a pandemic (World Health Organization, 2020).
The mandates by the government made a significant impact on the higher education system
(Aucejo et al., 2020). Colleges and universities closed their campus abruptly and transitioned all
in-person learning to remote virtual instruction only. For some students, this relocation back
home was disappointing, unexpected, and difficult. However, for first-generation college
students, this disruption to their college experience carries great weight and impact. The college
campus represents more than an academic environment, the campus provides access to a
community that supports their persistence through college (Tinto, 2017).
The impact of school closures, experiences of first-generation college students at a 4-
year, private university in Southern California frames the lived-experiences of students who had
to unexpectedly leave their university community during the COVID-19 pandemic. They had to
adapt and navigate through the pandemic without direct access to resources normally provided
by the university. Literature already confirms that first-generation college students continue to
overcome barriers and obstacles to be the first in their family to work towards a college degree
(National Center for Education Statistics, 2018) yet alarming trends of inequities that impact
their mental health continue to surface in the stories shared. The participants recount their
experiences of having to leave their university campus suddenly in the midst of the fluid health
concerns surrounding COVID-19.
The feelings of loss and uncertainty have become the reality for some of the most
vulnerable populations in higher education institutions. Recent research reveals that the mental
2
health of college students has been greatly impacted by the pandemic (Aucejo et al., 2020;
Chirikov et al., 2020; Copeland et al., 2020). Their overall mental health places them in
precarious conditions that could ultimately delay their academic goals. To further understand
these possible impacts, this qualitative study was conducted to understand the experiences of
seven first-generation college, at a 4-year private university in Southern California. During their
first-year of their spring semester, they were asked to leave campus suddenly and pivot to remote
instruction only. Researchers have yet to fully understand how limited access to university
resources from campus closures have impacted the daily lives of first-generation college
students. With these possible stressors affecting their mental wellness and ultimately their
persistence through college. This study aims to capture their perspective and lived experiences
during campus closures.
Background of the Problem
The COVID-19 pandemic has changed everyday life and social interactions in
unprecedented ways placing travel restrictions, shelter in place mandates, social distancing
measures, restrictions on gatherings and closures of public and private institutions (Ferreira et al.,
2020; Kecojovic et al., 2020). The World Health Organization declared COVID-19 a global
pandemic, and on March 11, 2020, changing the world and lives forever (Sahu, 2020; World
Health Organization, 2020). In response to the spread of the outbreak, more than 1,300 colleges
and universities closed physical campuses to students and transitioned to online learning in the
United States (National Conference of State Legislatures, 2021). The rate and magnitude of
school closures due to COVID-19 has been unparalleled in the United States (Education Week,
2020).
3
To better understand the possible impact of a pandemic, referring to the most recent
pandemic prior to COVID-19 can shed light on the discussion. The H1N1 virus can serve as a
reference in history that can facilitate researchers in understanding the impact of school closures
on students. On June 11, 2009, the WHO declared the swine-origin influenza A called the H1N1
virus a pandemic, declaring that the infection rate was moderate in severity. As a result, schools
on the east coast temporarily closed for up to two weeks (Cauchemez et al., 2009). When
Hurricane Katrina hit New Orleans on August 23, 2005, many schools abruptly closed from six
months to a full year (Hill, 2020). The situations from the H1N1 flu and Hurricane Katrina are
not identical, but researchers have identified several mental health concerns from post-traumatic
stress. The destruction from Hurricane Katrina contributed to decreased quality of life, health
impairments, household breakups, depression and anxiety. Specifically, researchers have found
that minority groups face greater negative impacts compared to their non-minority peers
including financial and emotional devastation and traumatic mental health impacts (Prost et al.,
2018). In particular, an emerging body of literature reveals an alarming rise in mental health
concerns affecting undergraduate college students due to campus closures and enforced
restrictions (Sahu, 2020; Savage et al., 2020).
Prior to COVID-19, first-generation college students were considered an
underrepresented and vulnerable population at 4-year institutions (Engle & Tinto, 2008; House et
al., 2020). First-generation college students tend to consist of students of color from low
socioeconomic status, children of immigrants and households of one or no parent with a
postsecondary degree (Engle & Tinto, 2008; National Center for Education, 2018). Their journey
to obtain a college degree often places them at a disadvantage compared to their peers who are
considered continuing-generation college students. Examples include the limited cultural
4
knowledge associated with the college admission process and navigating through the college
environment. Researchers have also found that students from lower income families have
attended lower resourced K–12 schools, requiring them to need greater academic and financial
assistance (Gibbons, et al., 2019; Havlik et al., 2020; Stitt & Windsor, 2014). These factors
contribute to lower retention and graduation rates in 4-year institutions compared to their
counterparts (Engle & Tinto, 2008; Smith, 2015). The impact of their mental, emotional, social
and physical wellness from school closures could potentially delay their achievement of
academic goals and graduation. If data reveals that undergraduate college students are being
affected then a strong case can be made for marginalized populations (House et al, 2019; Liu et
al., 2020). The inequalities of FGCS have been exacerbated by the COVID-19 pandemic. As a
response, higher education institutions must prioritize the understanding of marginalized
populations.
According to the National College Education Statistics (2018), 48% of FGCS at 4-year
public or private institutions remained on the persistence track towards their degree compared to
67% of their peers who had one parent with a college degree. Several risks were identified for
attrition from postsecondary completion for first-generation college students including delayed
entry into postsecondary education high school, attending school part-time, working full-time
while enrolled, being financially independent from parents, having dependent children, being a
single parent and having a general education degree (Engle & Tinto, 2008). With these risk
factors, first-generation college students are often underrepresented in public and private
universities. Historically, students with parents with postsecondary degrees have a stronger
likelihood of getting into a highly selective college or university compared to a first-generation
college student (Astin & Oseguera, 2004, Fry, 2021). First-generation college students who are
5
accepted and enroll as students at a 4-year public or private institution are considered an
emerging minority. Their experiences are different from those that are continuing-generation
college students, and the transition into 4-year institutions can be an additional layer of
complexity.
Transitioning into college and adjusting to the academic and social integration are all
major life events (Tinto, 1998; 2017). Students are learning how to adapt to the academic rigor,
time management, developing a healthy schedule, identifying their social peer network, and
learning self-care practices. Researchers have conducted studies on the stressors and challenges
of first-year college students (Alonso et al., 2018; Li et al., 2020). As a result, the first-year
college students are most susceptible to mental health concerns such as anxiety, depression,
being overwhelmed, and social withdrawal. The mental health of first-year college students,
while navigating the experiences of being a first-generation college student can impact their
academic and social progress.
First-generation college students experience social, economic, cultural and academic
barriers that potentially impact their overall mental health (House et al., 2020). Studies have
revealed that they endure more stress and mental health concerns because of a sense of lower
inclusion in their college communities compared to continuing-generation college students
(House et al., 2020; Stableton, 2014). First-generation college students are often students of color
who are trying to transition into predominantly white institutions, where students of color,
faculty and administrators are underrepresented. First-generation students of color may
experience an unfamiliar culture that is inconsistent from their own culture of origin (Havlik,
2020; McCoy, 2014). As first-generation college students try to navigate through this cultural
transition, they often struggle with self-care. They must consider healthy sleep patterns, properly
6
managing money and maintaining physical health (Gibbons et al., 2019). These potential
challenges also reveal the resilience of first-generation college students.
Although there is substantial evidence regarding the perceived barriers and challenges,
acknowledging the cultural and personal assets, strengths and identities of first-generation
college students serves to reframe how higher education institutions view and support them.
They offer perspectives, experiences and culture that often go unseen on a university campus
(Havlik et al., 2020). Evidence reveals how their character, identity and relational skills have
allowed them to persist through college. Words such as resilient, persistent, fighter, passionate
and determined have been used to describe the character of first-generation college students. One
of their most meaningful strengths is their ability to seek out and form supportive relationships
(Gibbons et al., 2019; Havlik et al., 2020). These characteristics have given them the fortitude to
manage and persevere through difficulties and transitions.
Existing literature addresses the psychological impact of COVID-19 at international
colleges and universities, while limited literature is available within the United States (Kecojevic
et al., 2020; Li et al., 2020; Son, 2020). When most colleges and universities closed their campus
in March 2020, college life for students living on or near campus was disrupted. College students
were asked to leave campus suddenly, adjust to virtual instruction and find an alternative living
environment within a short amount of time. Researchers have suggested that higher education
institutes are distinct in providing a collegiate environment for social and emotional engagement,
in addition to academics (Duran, 2020; Han, 2014).
For some first-generation college students, college is more than an environment for
learning, but their social community (Tinto, 1994; 2017). The shelter in place mandate forced the
general population to stay home with the exception of essential workers. Social distancing
7
measures discouraged students to engage in small or large gatherings on campus. This raises
many concerns and questions regarding how first-generation college students have access to
specific resources. Many students depend on their college campus for resources such as housing,
dining halls, the library, mentors, tutors, counselors, health center and fitness center (National
Conference of State Legislatures, 2021). Students were asked to relocate with short notice,
giving students without stable homes little time to make alternative housing arrangements. The
abrupt and expedited campus closures left many students panicking (Ellison, 2020). Current
research on factors and short-term effects are compelling reasons to understand how the campus
closure denies first-generation college students direct access to specific resources, impacting
their overall health and possibly jeopardizing the academic goals.
Statement of the Problem
The mental health of first-generation college students needs to be at the forefront of
research, policy and practice at 4-year institutions. Mental health issues are contributing factors
affecting the academic success and social interaction of college students and an increase in
stress, anxiety, and disruption in healthy schedules or routines have been exacerbated by the
pandemic (Kecojevic et al., 2020; Son et al., 2020). Existing data reveals increased levels of
anxiety, fear, depression, lack of access, distress, disconnection from community, lack of support
and inability to focus (Kecojevic et al., 2020; Sahu, 2020; Son et al., 2020). First-generation
college students are a vulnerable population in higher education institutions. Currently, there is
limited research yet to convey and make meaning of their experiences and feelings by campus
closures. Further research is needed to understand the inequities from limited access to university
resources and how this impacts their overall mental wellness. Sustaining the overall mental
health of first-generation college students is vital in their persistence towards a college degree.
8
Essentially, the impact of school closures is still unknown; therefore, this qualitative study serves
to capture their feelings and perceptions during the sudden move off campus and their everyday
experiences during the year and a half away from campus. This qualitative study will also
contribute to the limited research in understanding their lived experiences. During a fluid and
complex moment in history, qualitative research is imperative to reveal these findings. Leaders
of higher institutions must address the specific needs of first-generation college students through
policy and practice with a sense of urgency.
The Purpose of the Study
The purpose of the study is to understand how campus closures due to COVID-19 impact
the mental, emotional, social and physical well-being of first-generation college students. A
qualitative study was conducted telling the lived experiences of seven, first-generation college
students through a reflection prompt and semi-structured interviews. The sample population in
this study will be first-year college students in their spring semester, at a 4-year private
university in Southern California. The participants were asked to leave campus within a week to
adhere to the shelter in place mandate and social distancing measures. Between the end of March
2020 to March 2021, the university campus remained closed to students. By March 2021, the
university allowed a very limited number of students back on campus.
Although studies have presented the factors and effects of COVID-19, there is a gap in
understanding what those numbers mean to individual lives. Literature reveals a critical need for
leaders of higher education institutions to address the mental health needs of students during the
pandemic (Kecojevic et al., 2020). The intent of this study is to understand the complexities from
lived experiences from school closures that impact the overall health of first-generation college
students that a quantitative study is limited in capturing. This qualitative study will tell the
9
narratives of first-generation college students’ emotions, perceptions and experiences during
campus closures.
The research questions that will be answered in the study include:
1. How has the sudden closure of the university campus impacted the mental, emotional,
social and physical well-being of first-generation college students?
2. How do first-generation college students feel about the university’s response to
COVID-19?
3. In what ways are first-generation college students feeling connected to the university?
4. What wellness practices have first-generation college students implemented to sustain
their well-being?
Using the theory of persistence (Tinto, 1975) to frame the qualitative study, will elaborate
on existing literature that concludes how the academic, social and financial support by higher
education institutions is vital in sustaining the overall mental wellness in the persistence of first-
generation college students. Tinto and Pusser (2006) emphasized how higher educational
institutions are significant agents in providing academic support and a social environment for
involvement, which contribute to their sense of belonging. Campus closures have disrupted the
physical and psychological well-being of first-generation college students to varying degrees.
This is a critical time for researchers to explore the complexities and understand the various
dimensions that have heightened the possible trauma and barriers stemming from COVID-19.
The study will consider the significant implications of campus closures and how the impact may
delay or jeopardize their persistence through college.
Significance of the Study
10
The significance of the study aims to add to a growing body of literature that asserts the
mental health of college students have been impacted by campus closures due to COVID-19.
Mental health issues create obstacles to academic success, motivation and social interactions
among college students (Son et al., 2020). Existing literature regarding the impact of COVID-19
have been conducted through quantitative or mixed studies (Chirikov et al., 2020; House et al.,
2020; Kecojevic et al., 2020; Seidel et al., 2020). Research through a qualitative study serves to
humanize numbers and make meaning from existing literature by tapping into the lived-
experiences of first-generation college students impacted by campus closures.
Limitation and Delimitations
This study is limited to the experiences, feelings and perceptions of seven participants
through semi-structured interviews. The data collected is based on past events from school
closures that participants will be asked to recall. The small sample size is not generalizable to the
larger population.
The delimitations of the study were limited to first-generation college students. They
started as first-year students living on campus and then were moved to remote learning by March
2020. The participants are all undergraduate students at a 4-year private university, in Southern,
California.
Definition of Terms
• COVID-19 refers to the global pandemic that began in December 2019 and has
claimed more than 2 million lives. The profound impact has reconfigured our
everyday life in geographic, societal, economic and cultural contexts. Also called “a
social phenomenon” with the future consequences still unknown (Ferreira et al.,
2020; WHO, 2020)
11
• Campus Closure was implemented in order to mitigate the spread of the coronavirus,
colleges and universities closed their campus housing, dining halls, and other campus
resources. All in-person classes were shifted to online-only instruction (Smalley,
2021)
• Community refers to the university as an academic and social environment, where
students may experience a sense of belonging through meaningful engagement with
peers and faculty and involvement in extracurricular and social activities (Duran et
al., 2020)
• First-generation college student is an individual who is first in their family to attend a
postsecondary institution and receive a degree (House et al., 2020; National Center
for Education, 2018). For this particular study, we will focus on students who are first
to attend a 4-year private university.
• Overall Mental Health is the positive psychological functioning that includes sense of
well-being, hope, life satisfaction, purpose, personal growth, environmental mastery,
self-acceptance, autonomy and positive relationships (Manderscheid et al., 2010).
According to the Centers for Disease Control and Prevention (2018), these aspects are
included in mental well-being:
o Emotional wellness is the ability to handle life’s stresses and adapt to changes
and difficult times (National Institutes of Health, 2018).
o Social wellness is the ability to communicate, develop meaningful
relationships with others, and maintain a support network (Davis, 2019).
o Physical wellness is the state or ability to prevent diseases or conditions
through lifestyle choices and behaviors to ensure health.
12
o Sense of belonging refers to an individual feeling important and mattering to
others through formal and informal interactions (Stableton et al., 2014;
Strayhorn, 2019).
• Shelter in place was a decree usually made by a government official that requires
people to stay at home and not go to school or work. The exception for leaving your
home were only for essential needs such as getting groceries and outdoor activities in
public spaces (Katella, 2020)
• Social distancing refers to actions taken to minimize contact with other people
(Steinmetz, 2020)
• Support pertains to the academic, social and financial help students may receive at
higher education institutions (Tinto & Pusser, 2006)
• Theory of persistence refers to persistence through college viewed not as the outcome
of one single circumstance or based solely on the characteristics of the student. The
ability for a student to persist through college is a longitudinal process that involves
the continual support and involvement of peers, faculty and administration (Tinto,
1975; 2017)
Organization of the Study
The impact of campus closures, experiences of first-generation college students at a
4-year, private university in Southern California will explore the possible impact on the mental
health of first-generation college students. Chapter One includes background data regarding the
potential impact on the mental health of first-generation college students due to lack of access to
university resources, an overview of the qualitative study and the definitions of terms used in the
study. Chapter Two focuses on the review of existing literature in the following areas: theory of
13
persistence strengths and critiques, experiences of first-generation college students in 4-year
institutions, mental health of college students during COVID-19 and the role of higher education
institutions. Chapter Three describes the methodology selected for this research study and is
composed of: the population selection, the interview questions, data collection, data analysis and
the credibility and trustworthiness of the study. Chapter Four explores the findings of the
research. Chapter Five concludes the study with a summary of the findings, implications for
practice and conclusions and further recommendations.
14
Chapter Two: Review of the Literature
With the recent phenomenon of COVID-19, current literature reveals a noticeable impact
on the mental wellness of college students. The pandemic has changed their social, personal and
academic life. Specifically, for first-generation college students, their college experience often
differs from continuing-generation college students. The theory of persistence (Tinto, 1975) aims
to anchor the literature in the retention of students as a multidimensional and asymmetrical
process that involves the support of higher education institutions on different levels.
Understanding how school closures have impacted the overall mental wellness of FGCS through
available literature has a strong connection to determining their persistence through college. The
major themes included in the literature are (a) exploring the tenets of theory of persistence for
retention; (b) experiences of first-generation college students at 4-year institutions; (c) the mental
health of college students during COVID-19; (d) the role of higher education. These themes were
critical in developing the research questions and methods of data collection. In addition, the
literature review is fundamental during data analysis in identifying alignment or possible
divergence from the themes.
Chapter Two will explore literature describing the arguments and factors that have
contributed to student dropout and retention in 4-year institutions. Vincent Tinto’s theory of
persistence (1975) was used as the model to highlight particular factors of student retention and
the evolution of the original model. Equal of importance, literature included will address the
criticism from other researchers regarding the theory of persistence, especially regarding
marginalized student populations. The sections to follow in Chapter Two will provide literature
regarding the experiences of first-generation college students at 4-year colleges, shifting the
15
narrative for first-generation college students, the mental health of college students during
COVID-19, and finally, the role of higher education institutions.
Tinto’s Theory of Persistence as a Theoretical Framework
Before the 1970’s, limited literature was available regarding the nature and varying
factors that contribute to the dropout process in higher education. Dropout or withdrawal from
college had not been clearly described nor deeply investigated. Assumptions were made that
dropout was tied to poor academic performance and individuals leaving college temporarily were
categorized with the individuals leaving permanently. These improper interpretations and
failures to make distinction in the nature of dropout have led to misleading implications (Tinto,
1975). It is impossible for faculty and staff to address the specific needs of populations within
higher education institutions, and influence policy, without proper conceptualization of the
dropout process. By the 1970’s, theorists recognized the need to focus specifically on the
experiences of students in college. Additionally, the interactions of students and the campus
setting was also included in the approach to student development.
In 1975, Vincent Tinto introduced the theoretical model of undergraduate retention. The
major premise of the theory “can be viewed as a longitudinal process of interactions between the
individual and the academic and social systems of the college” (p. 94). Several attributes have
direct or indirect impact on an individual’s performance and experiences entering college such
as, precollege experiences, family background and expectations. The individual’s background
characteristics and attributes also influence the development of the educational expectations and
commitments brought to college with them. In addition, students’ current external commitments,
and their intentions for entering college, all influence their goal and institutional commitment.
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Consequently, goals and institutional commitments are strong predictors of an individuals’
experiences, disappointments, and satisfactions in the collegiate environment (Tinto, 1975).
An underpinning framing Tinto’s model of persistence includes the importance of
integration because college is viewed as both an academic and social system. His theory posits
the stronger the individual’s integration into both systems, the greater their commitment to the
specific institution and the goal to complete college increases. The academic system includes an
individual’s academic performance and their intellectual development. The social system is
described as an individual’s interactions with peers and faculty. Tinto believed that a student
could integrate into one of the systems, and not necessarily the whole, which served as enough of
a positive factor (Mayhew et al. 2016). Most importantly, the perceptions of the individual and
their college experience has the most influence on their persistence or withdrawal from college.
The original work of Tinto focused on the 4-year, traditional college student, which also
drew from the investigation and research of Cullen (1973) regarding the longitudinal process of
student retention (Metz, 2004). Tinto’s earlier work was developed through extensive literature
and in collaboration with Cullen. His model of persistence incorporated six, which are (a) pre-
entry attributes; (b) goals /commitment—student aspirations; (c) institutional experiences; (d)
integration—social and academic; (e) goals/commitment—intentions and external commitments;
and (f) outcome. Influential institutional variables include faculty-student interaction, peer-group
interaction, and extracurricular involvement contribute to student engagement throughout their
college experience. The foundational research from Cullen and Tinto’s additional research
affirmed that the college environment does impact the process of student persistence (Metz,
2004).
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Furthermore, Tinto’s theory included the work of Spady’s (1970) sociological model of
student dropout in higher education, which was based in part of Durkeim’s suicidal model. The
emphasis was placed on the mindset of community. Spady proposed five variables that
contribute to the social integration and could be linked to an individual’s persistence through or
drop out of school. The five variables include academic potential, normative congruence, grade
performance, intellectual development and friendship support (Metz, 2004). To build upon the
concept of community for Tinto’s persistence model, he incorporated the work of Emilie
Durheim and Arnold Van Gennep that emphasis how student departure from colleges and
universities mirrored other human communities. Higher education institutions are reflected in
both the attributes and actions of members of these communities (Tinto, 1994).
Criticisms of Tinto’s Theory of Persistence
Critical concerns arose from several researchers addressing the weaknesses of Tinto’s
early model of persistence. Researchers posit that Tinto’s model of persistence failed to consider
the attitudinal and psychological factors contributing to student retention or dropout. Further
scrutinized, his model neglected to consider nontraditional students, race, ethnicity and external
factors as important variables in determining retention through college. Several researchers
sought to address the gap in his research and offered other contributing factors of student
attrition. As a result, Tinto also began to rethink the original persistence model.
Attitudinal and Psychological Factors
Synthesizing causal models of attrition proposed by 1970’s researchers Spady, Astin and
Tinto, Bean developed a model suggesting that student attrition was affected by attitudinal
variables. These variables included student background variables, interaction by students within
the institution, influence of the environmental variables (finances, family support), the presence
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of attitudinal variables perceived by the individual, and student intention. Bean’s research
reported similarities between leaving the world of work and college, applying the theoretical
concept of job turnover to postsecondary education attrition. Expanding upon and revising the
work of Tinto and Astin, Bean integrated academic variables, student intent, goals, expectations,
and external and internal environmental factors into the model of persistence (Metz, 2004).
Tinto recognized how his original persistence model excluded populations of students
attending non-residential campuses such as two-year colleges and graduate schools. As a result,
Pascarella and Terrenzini addressed the need for more evidence regarding the influences of
attrition and degree persistence for non-residential colleges in their literature review, How
College Affects Students (1991). Earlier Pascerella et al., (1986) had noted academic and social
integration factors were also important variables because of the distinctive nature of attendance
patterns at two-year colleges in contrast to 4-year institutions. Further, they recommended future
studies need to include race and gender as variables on student persistence. Tierney (1992)
elaborated on the limitations of Tinto’s framework as too broad in defining social integration and
relying only on information of traditional age students. The model also failed to address minority
groups that are often alienated in higher education (Metz, 2004). To support the critique, Museus
(2014) explained that Tinto’s earlier work expected students to leave behind precollege
communities and cultures for them to successfully assimilate into college (Mayhew et al., 2016).
In 2001, researchers Bean and Eaton collaborated to address the psychological attributes
that contribute to retention of students, which was not included in Tinto’s original persistence
model. They included the importance of the self-efficacy theory (Bandura, 1997). Self-efficacy is
described as an individual’s perception of their ability to act or respond in a specific way to
assure an outcome. For example, an individual’s belief that they are capable in one subject area
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does not necessarily transfer to another area. They will gain self-confidence and persistence with
each task, which develops higher levels of goal and task achievement. In addition, Bean and
Eaton (2001) recognized how the coping behavior theory (French et al., 1974) influences student
retention. The coping behavior theory stresses the process of how an individual learns to cope
with situations and their environment. Including the self-efficacy theory and coping behavior
theory highlights how interactions with each realm of the institutional environment does not
equate to academic and social integration. In contrast, the psychological response of a student’s
interaction with the college environment leads to a set of specific attitudes, which is integral in
their retention (Bean & Eaten, 2001).
Addressing the Factors Excluded From the Original Persistence Model
In addressing the gaps in Tinto’s original persistence model, he began rethinking the
causes and solutions of student attrition. To provide a stronger argument for the persistence
model, he incorporated the work of Emilie Durheim and Arnold Van Gennep, reflecting upon
how the student departure from colleges and universities mirror other human communities.
Higher education institutions are reflected in both the attributes and actions of members of these
communities. Tinto discussed the need to shift the mindset of student retention by being
concerned with their overall social and intellectual growth as a guiding principle. The student
departure model could also serve as a gauge for the social and intellectual health of institutional
life (Tinto, 1994).
Forty years from his original persistence theory, Tinto recognized a gap between research
and practice. Most of his research was done from a quantitative approach, largely centered on
residential campuses and students of majority backgrounds, so he wanted more research aimed at
understanding student experiences. Specific areas for further research include the types of
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programs and institutional practices that enhance student engagement. Also, implementing ways
to assess programs that are successfully retaining students compared to ones that show no impact
on student experiences in college. Most noteworthy, Tinto noticed a critical issue of equity, an
increasing gap between low and high-income students. Research reveals that students from high-
income backgrounds were graduating with their bachelor’s degree at a larger percentage than
students from low-income backgrounds. He believed more research needed to be done on the
persistence of low-income students and their college experiences. From the early stages of his
original theory and over time, Tinto acknowledged how student retention is much more complex
and difficult to fully capture in a single model (Tinto, 2006).
In 2017, Tinto wrote Through the Eyes of Students, which shifted the focus of student
retention to persistence as motivation. The model included three factors that influence a student’s
motivation: self-efficacy, sense of belonging, and perceptions of curriculum. An individual’s
self-efficacy influences how they address goals, tasks and challenges. Essential to persistence is
how an individual views oneself in their community. They need to feel a sense of value, matter
and belonging, which increases their level of commitment to the community. Also, the
perceptions of the curriculum must warrant the time and effort of the student. Curriculum
extends beyond the collection of facts and includes the set of values and integration (Tinto,
2017). Institutions considering and applying these three factors could provide impactful
strategies for student retention.
Grounded on the premise that college is both an academic and social system from Tinto’s
persistence model can guide policies, programs and activities for student retention. A sense of
belonging is critical for students to integrate and feel valued in the college community
(Strayhorn, 2019; Tinto, 2017). Specific programs known as freshmen interest groups, first-year
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orientation seminars and mentoring programs have been proven by research to support student
retention. These programs lead to positive psychological outcomes that Bean and Eaton (2001)
had highlighted in their research. These specific support groups provide opportunities for social
and academic adaptation at the college level. Tinto (1998, 2017) had also emphasized the
importance of connection, specifically for first-year students. He proposed learning communities
that are collaborative and organized in ways that would allow faculty and staff to be dedicated to
a group of students that extend beyond academics. The social support from faculty and staff is
also valuable for early intervention because areas left unaddressed could negatively impact their
self-efficacy. Implementing programs and activities while being supported by staff and faculty
would continue to affirm students in their college integration and sense of belonging.
Another component in applying a sense of belonging for students requires a greater
understanding of how students of color and minority groups experience belonging. In a study
conducted by Duran et al. (2020), building peer groups and networks for African
American/Black students was of value yet they indicated feelings of lower regard towards sense
of belonging compared to other students. In response, practitioners can prioritize identity-
conscious peer mentorship networks in residence halls that could create these bonds. In addition,
findings from the study also reaffirms a strong literature base that reveals getting involved on
campus matters to students’ sense of belonging. For example, first-generation Latino/a/x/
students experienced positive conditional effects from campus involvement. As a result,
practitioners can design initiatives and support them in the process of engaging with campus
activities, hall councils and volunteering (Duran et al., 2020). Institutions must intentionally
align their actions and empower practitioners in ways to create a sense of belonging for students
of color and minority groups.
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Further, Tinto addresses student sense of belonging through a lens of institutional action
in retaining students. They can ensure that the makeup of administration, faculty and staff are
reasonably represented by the student population (Tinto, 2017). Students from diverse
backgrounds, socioeconomics, race and ethnicities should feel represented and valued. The
hiring and sustaining of administration, faculty and staff of color also reflect the broader campus
climate. All students should be able to see themselves reflected in their college community.
Students’ perceptions of sense of belonging derive from the daily interactions between
institutional personnel and their peers inside and outside the classroom. Faculty can help
establish a climate within the classroom that influences positive outcomes for students, building
their self-efficacy and contributing to their sense of belonging (Tinto, 2017). A climate that
promotes a sense of belonging begins with a commitment by the administration to serve the
interests of all students.
Student retention and the factors contributing to their persistence has evolved since the
infancy of Tinto’s original research. The notable attributes include an individual’s precollege
experience, family background and expectations. These characteristics influence how a student
integrates into the academic and social systems of the collegiate environment, which impacts
their goals and institutional commitment to persist or withdraw. With several critiques by other
theorists and researchers, Tinto recognized a need to address gaps in the original persistence
model. He eventually included factors that influence a student’s motivation, which are self-
efficacy, sense of belonging and perceptions of curriculum. Although student experiences and
persistence are influenced by an array of factors, literature does affirm that institutional action
and practice does impact student persistence. A continual commitment in creating policies and
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establishing cultures of care that support all students, specifically students of color and
marginalized populations in higher education is critical in their persistence through college.
Experiences of First-Generation College Students at 4-Year Institutions
The first-generation college students’ experiences are often unique from their continuing-
generation college peers at 4-year institutions. These differing experiences include
socioeconomic status, academic preparation, social capital, levels of self-efficacy, integration
into the academic and social environment and sense of belonging (Engle & Tinto, 2008; Gibbons
et al., 2019 Irelbeck, 2014). In addition, race and the intersectionality of multiple identities also
impact their educational experiences (Solórzano & Yosso, 2002). With these possible variables
that impact First-generation college students, identifying specific successes are equally
important. Although not all first-generation college students have identical experiences and
backgrounds, understanding their lived experiences and recognizing their various strengths can
position HEI administration, staff and faculty to support their persistence through college.
Possible Barriers and Challenges
Historically, first-generation college students have been considered a racially and
economically marginalized population in higher education (Engle & Tinto, 2008; Soria &
Stableton, 2012; Terenzini et al., 1996). In 2015-2016, first-generation college students made up
48% of Pell Grant recipients. The Pell Grant is the largest federal financial aid grant based on
household income for postsecondary students (National Center Education Statistics, 2016). As a
result, first-generation college students often have no option but to work while being enrolled as
full-time students (Adams & McBryer, 2020; Engle & Tinto, 2008). The juggling between
multiple roles impacts their ability to fully concentrate on their academics. These time
constraints also limit how involved they can become on their college campuses. Financial stress
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becomes a major factor in their college experience (Gibbons et al., 2019). The financial
implications in attending 4-year colleges shed light on possible stressors low-income, first-
generation college students must consider.
Transition Into Postsecondary School
Research has shown that transition support from high school into college and throughout
their postsecondary experience can have a positive or negative effect on first-generation college
students (Engle & Tinto, 2008; Mayhew et al., 2016; Terenzini et al., 1996). A study aimed to
learn how first-generation college students adapted and adjusted to college life and identified
resources that helped prepare them to enter college (Gibbons et al., 2019). The researchers
included 15 participants in two focus study groups as a way for them to share their experiences.
The findings from the study revealed the participants did not feel prepared for the shift from high
school academics and struggled with balance and self-care. Even with the adjustments, the
participants were resourceful by locating and utilizing adults that could help them through the
college preparation process. Also, they sought support through student services, academic
support, faith, mentors and friends. These resources were beneficial in their preparation and
attendance of college as first-generation college students (Gibbons et al., 2019). Support through
the transition into college and throughout is crucial for first-generation college students.
Assumptions of Family Support
Earlier research often includes perceptions of first-generation college students' lacking
family support and assumptions of limited campus engagement due to work or family obligations
at 4-year universities (Engle & Tinto, 2008; Pascarella et al., 2004). Prior research also reveals
that enrollment for college and retention rates vary depending on parents’ educational level
(Terenzini et al, 1996). Continuing-generation college students compared to first-generation
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college students have cultural capital that support their process of preparing for, transitioning
into and adjusting to the academic and social life of college. As a result, first-generation college
students are unable to benefit from their parents' college experience, which is critical in helping
them navigate their own college adjustment (National Center for Education, 2018). From this
perspective, first-generation college students are lacking what they need to succeed and thrive at
4-year universities.
Contrary to earlier perceptions, other studies have yielded findings that challenge
common assumptions held about first-generation college students. More than 750,000 students
across 1,400 colleges and universities, participated in a student’s strength inventory survey. Of
the respondents in the study, 14% were considered first in their family to attend college. First
generation respondents indicated a strong desire to be active participants on the community
campus (O’Donnell et al., 2018). To further challenge earlier stereotypes, Irlbeck et al. (2014)
conducted a study in determining the various academic, social and professional needs of FGCS.
Nine participants were interviewed within the College of Agricultural Sciences and Natural
Resources at a 4-year university. The study used Astin’s involvement theory (1999) and the
input-environment-outcome model to examine the motivations and support systems of first-
generation college students. The study’s findings revealed that three factors led to student
enrollment: parental/family support, teacher encouragement and self-motivation. The participants
were dependent upon support groups from family, friends and advisors/professors and noted that
all but one participant received strong parental support. In addition, each participant was
involved in at least one campus activity. The findings from this study contradict some of the
earlier research (Irlbeck et al., 2014). A point that needs emphasizing is the importance of
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family, peer and faculty support for first-generation college students, yet reassessing the
assumption that most of them are not receiving this type of support.
Imposter Syndrome
In 1978, Pauline Clance and Suzane Imes uncovered the idea of the imposter
phenomenon. In the study, Clance and Imes identified the four factors that contributed to the
maintenance of feelings of imposter in women. Imposter can be described as “an internal
experience of intellectual phoniness” (Clance & Imes, 1978, p. 241). The original study was
conducted on women. However, imposter syndrome has been used to describe the similar
feelings of first-generation college students due to the stigmatization of having low ability and
academic preparation (Holden et al., 2021). The classroom environment in higher education
encourages competition and comparison that fosters feelings of imposter syndrome (Parkman,
2016). These feelings of inadequacy, intimidation and self-doubt have been linked to negative
academic outcomes (Tao & Gloria, 2019), yet previous research relies on imposter feelings being
measured as a fixed point in time rather than suggesting feelings being contextual.
In a particular study conducted on 948 freshmen and sophomores enrolled in one out of
48 introductory science technology engineering mathematics (STEM) courses, aimed to measure
students’ daily-in class experiences of imposter feelings as they occur in real time. These
findings would then be linked to students’ end of the semester academic outcomes such as
engagement, attendance, dropout intentions, and course grades. In the findings, students that
perceived their STEM class to be highly competitive experienced greater feelings of being an
imposter in that class, compared to students who perceived less competition. The researchers
also discovered significant interaction with perceived classroom competition and first-generation
status. The feelings were strongest among students with less familial college experience and had
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little correlation with social class (Canning et al., 2020). A limitation to the study included
factors used in the study were only measured once. In the future, participants should be asked to
reflect upon specific those factors multiple times throughout the semester. A possible implication
is realizing how HEI in the United States promotes competitive cultures in the classroom. In
contrast, first-generation college students may come from cultures where communal attributes
are emphasized versus individualism (Stephens et al., 2012; Whitehead & Wright, 2017). The
college culture and environment are another factor that first-generation college students must
consider.
Cultural Identity and Integration
Experiences of marginalization can also be in the form of exclusion from campus
activities and discrimination based on one’s identity (Garriot, 2020). Cultural integration for
first-generation college students of color remains unclear and limited in literature. The gap was a
catalyst for a study conducted by Adams and McBrayer (2020). The purpose was to understand
the lived experiences of first-generation college students of color integrating into predominantly
White, 4-year institutions. Through in-depth interviews and focus group questions, data was
coded and analyzed to find four major themes: college degree is a means to a better lifestyle,
money always matters, heightened sense of safety concerns exists, and desire for a multicultural
campus environment. The perceptions of the participants revealed the need for a more supportive
and diverse campus environment. A major sub theme included the role of family as a source of
support, motivation, encouragement and stress in the participants’ college experiences.
Researchers addressed the limitations being accessibility to recruiting participants from one site
only. All participants were students of color and not necessarily representative of typical
characteristics of first-generation college students (Adams & McBryer, 2020). This study adds to
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the literature affirming how first-generation college students’ sense of belonging is vital for their
retention and persistence through college.
In recent years, more research has shown that first-generation college students of color
experience a cultural dissonance when attending predominantly white institutions (Adams &
McBrayer, 2020; Havlik et al., 2020; McCoy, 2014). Experiences of marginalization can also be
in the form of exclusion from campus activities and discrimination based on one’s identity
(Garriot, 2020). Their home culture is often very different from the norms of the university
campus culture (Whitehead & Wright, 2017). Extensive studies have focused on the barriers and
challenges of first-generation college students compared to continuing generation college
students regarding their pre-college experiences, transition into college, their academic and
social integration into college life and their sense of belonging (Engle & Tinto, 2008; Strayhorn,
2019; Tinto, 2017). With the increase of diversity on college campuses and the increase in
enrollment of first-generation college students, limited research has focused on the role of HEI in
cultural integration for students of color in PWIs. To better understand the transition for first-
generation students of color in PWIs, McCoy (2014) selected a qualitative approach through
interviews, focusing on storytelling and/or counterstories drawn from the work of Solórzano and
Yosso (2002). Due to the differences in culture, first-generation college students are often forced
to straddle two cultures and experience culture shock. The findings revealed the need to create
more positive transition experiences and the critical role of multicultural students centers in
PWIs (McCoy, 2014). Cultural inclusion and transition for first-generation college students is an
area to further explore.
Sense of Belonging Can Fluctuate
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Prior studies have overlooked that sense of belonging and student engagement can
fluctuate significantly over time and context (Park et al., 2012; Shernoff et al., 2015). Strayhorn
(2019) addressed the fluctuation in College Students’ Sense of Belonging: A Key to Educational
Success for all Students. His research stressed the criticality in a continual cultivation for first-
generation college students to feel connected and valued. Several colleges and universities offer
summer bridge programs that invite first-year college students on campus before the semester
starts. They are given access to campus resources, seminars and introduced to staff and faculty as
a way to be better prepared for the 4-year institution experience. Summer bridge programs are
offered by many colleges and universities, with a variety of structures and formats, with good
intentions of preparing first-generation students and providing them with a sense of belonging to
the campus. However, an assumption is made that participation in summer bridge programs
equate to first-generation students being better prepared for college. Strayhorn (2019) employed
a two-phase, sequential mixed methods design to obtain pre-test and post-test survey data from a
sample of summer bridge students. He then followed up with in-depth interviews and personal
narratives. All 55 participants were students of color, African American/Black (63%) and Latino
(275). At the end of the 5-week program, their grade point average dropped for the first fall
semester. The results from students’ mean sense of belonging at the end of the program was
slightly higher than before the program.
The research revealed a troubling trend in regard to sense of belonging over time.
Strayhorn’s (2019) further analysis revealed that the gains of sense of belonging from the 5-week
program were not maintained over the course of the first semester in college or by the end of the
fall term. Factors that contributed to the regression in sense of belonging include not feeling
supported after summer bridge, encountering negative experiences that affected their sense of
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belonging, and struggling to integrate familial culture and responsibilities with campus life. A
noteworthy finding shows a positive correlation between summer bridge students’ sense of
belonging, the involvement and the duration in social/leadership activities, positive interactions
with diverse peers, and academic achievement. For example, summer bridge students who were
involved in a campus club organization, served in a leadership capacity, or reported being
engaged in a service organization on campus tended to feel a stronger sense of belonging
compared to their non-involved peers at the end of the first semester. The study did not provide
clear data on which aspects of the program likely yield the desired outcomes.
A study conducted by Gillen-O’Neel (2019), aimed to measure the perceptions of sense
of belonging through a diary method in hopes to capture the daily emotional engagement by
comparing first and continuing generation college students. The sample population included
first-generation, traditionally underrepresented ethnic groups from lower socioeconomic
backgrounds. Findings of the research indicate sense of belonging was associated with higher
academic self-efficacy and more positive feelings toward school. In regard to behavior
engagement, first-generation college students with a higher sense of belonging seemed more
engaged in class compared to their continuing-generation peers. Overall, a sense of connection to
the school on any day, might translate into higher levels of engagement on that same day. These
results apply to first-generation college students, which could provide extra motivation to attend
class or extra confidence to participate in a classroom discussion. However, the study did suggest
that there are no differences between first and continuing- generation college students’ average
levels of sense of belonging. The limitations to the study pertain to results of the study being
correlational and the causal relationship between school engagement and belonging are not
determined (Gillen-O’Neel, 2019).
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A growing body of research suggests that a sense of belonging to the community of
people within the institutions are associated with positive academic and prosocial outcomes
(Duran et al., 2020; Strayhon, 2019). Belonging is a basic human need (Maslow, 1943). The
academic and social involvement influences a students’ sense of belonging on campus, even
more so for first-generation college students. Existing research has highlighted the experiences
of belongingness being more difficult for marginalized populations (Havlik, 2020; Stabelton et
al, 2014; Strayhorn, 2019; Tinto, 2017). The daily interactions between peers, staff and faculty
inside and outside the classroom all contribute to a sense of belonging (Tinto, 1975; 2017; Tinto
& Pusser, 2006). In addition, sense of belonging is associated with positive mental health
(Stabelton et al., 2014). The robust research points to the stronger self-perceived sense of
belonging to a campus and community by students, the greater likelihood of retention and
persistence.
Shifting the Narrative of First-Generation College Students
Despite the possible barriers and challenges that impact first-generation college students,
they are not defined by them or limit their capabilities and successes. First-generation college
students continue to demonstrate resilience and contribute cultural wealth that is invaluable to 4-
year institutions (Bell & Santamaría, 2018; Yosso, 2005). Researchers must step away from a
deficit narrative of first-generation college students by including more research that highlights
their depth, strengths and successes (Garriot, 2020). Transforming traditional understanding and
perspectives of first-generation college students must begin by acknowledging their multiple
strengths and normalizing a nonlinear trajectory through postsecondary.
Yosso (2005) addressed the necessary shift by redefining wealth and introducing six
different constructs of cultural capital: aspirational, familial, social, navigational, resistant and
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linguistic. Cultural capital was formally introduced by the work Solórzano and Yosso (2002) in
critical race theory. Incorporating these multiple forms of cultural wealth into the higher
education system means understanding that students of color draw valuable knowledge from
their families and communities, rather than deferring to dominant white standards. Specifically
for first-generation college students of color, their cultural capital continues to sustain their
persistence through higher institution communities (Garriot, 2020). Changing campus culture
(Lawson & McBrayer, 2020) and encouraging student connection to the campus community is
vital for their persistence through college (Strayhorn, 2019; Tinto, 2006; 2017).
The ability to navigate and carve out their own path in higher education systems
demonstrates the remarkable strengths of first-generation college students. In a recent study,
researchers examined the lived experiences of eighteen, first-generation college students
persisting at a mid-sized, private, predominantly White institution (Havlik et al., 2020). All
participants were of different races and indicated lower to middle income. The researchers
analyzed data from the focus group questions. The findings revealed an “ongoing experience of
otherness within the university setting, in relation to being first-generation, a person of color, and
having a lower socioeconomic status” (Havlik et al., 2020, p. 124). In light of first-generation
college students being excluded or feeling invisible, notable themes of motivators and strengths
were extracted from the study findings. First-generation college students were able to persist
because of internal qualities including a commitment to the greater good, and perceived strengths
of character, identity and relational skills. Being first in their family and recognizing the
implications was an essential motivator for participants to persist through challenges.
An earlier study by Irlbeck et al. (2014) included similar findings. Several of the
participants acknowledged a sense of pride in their identity, which could include the intersection
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of several identities. Finally, a meaningful strength specified by many participants was their
perceived ability to seek out and form supportive relationships. The limitations for the study
include that some participant voices may have been more dominant than others, especially
pertaining to sensitive discussion topics (Havlik et al., 2020). Findings from the study provide
deeper insight into specific strengths and motivations that facilitate first-generation college
students persistence through college.
Conclusion of Experiences of First-Generation College Students at Four-Year Institutions
The experiences of first-generation college students are often different their peers that are
continuing-generation college students. These differing experiences can include socioeconomic
status, academic preparation, social capital, levels of self-efficacy, integration into the academic
and social environment and sense of belonging (Engle & Tinto, 2008; Gibbons et al., 2019;
Irelbeck et al., 2014). These experiences could impact their adjustment and transition into 4-year
institutions. However, these types of experiences are not defining characteristics of first-
generation college students. Solórzano and Yosso (2002) assert the cultural wealth that first-
generation college students contribute to their college campuses through their cultural capital.
The cultural capital are assets that support first-generation college students in their persistence
through 4-year institutions and beyond.
The Mental Health of College Students During COVID-19
With the COVID-19 pandemic being recent, research on the impact on college students is
still developing. However, enough literature is available revealing the alarming effects on the
mental wellness of college students. The sudden changes, duration of remote learning and
uncertainties from the pandemic, studies are revealing an increase in mental health issues. An
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argument has been made that first-year, undergraduate, college students are at greater risk of
their mental health being negatively impacted.
Increased Anxiety and Depression
The understanding and the impact of for college students, specifically when the pandemic
forced many colleges and universities to close their campuses is still not fully known. Available
research does indicate increased concern over the mental health of college students during
COVID-19. Findings from several studies indicated increased anxiety, depression and stress
(Chikrov et al., 2020; Copeland et al., 2021; Wang et al., 2020). These psychological stressors
were caused by several factors such as fear of contracting COVID-19, mental health of self and
their family members, transitioning to remote learning, financial hardships, having a safe living
environment and possible delay of graduation. Although more research is still being conducted to
understand the impact on college students, international studies have confirmed the impact on
mental wellness of college students. In a study done in China (Li et al., 2020), students at a
college indicated increased levels of anxiety and depression during confinement for two weeks
due to inadequate supplies and fears of infection.
Similarly, in a study conducted at a large university in the United States, all college
students were given the opportunity to take a survey-based assessment on their mental health
(Wang et al., 2020). A total of 2,031 responses were collected. The findings revealed that
71.26% of the participants reported an increase of stress/anxiety, 5.48% indicated a decrease and
23.26% reported no change. Females indicated higher levels of stress/anxiety. The primary
concern was due to academic stressors, including increased difficulty with online courses,
concerns about grades and a delay in graduation. The second contributor was due to the
uncertainty of the pandemic, followed by health concerns relating to personal mental health.
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More females were represented in the study versus male; therefore, the higher percentage of
females with higher levels of anxiety may be attributed to the higher percentage of female
respondents (Wang et al., 2020).
First-Year Students at Greater Risk
In particular, the emotional health and wellness of first-year undergraduate, university
students affected by the pandemic. These students may be at greater risk because of the
disruption they encountered in trying to establish a familiar routine and a stable support system
at college (Li et al., 2020). In a study taken from a subsample of a larger, ongoing student
emotional health and wellness study at University of Vermont (UVM), 675 participants
completed a full assessment of behavioral and emotional functioning at the beginning of the
spring semester in 2020 (Copeland et al., 2020). All participants were required to be full-time,
first-year UVM undergraduates, ages 18–25 and iPhone 5 or newer users (for app compatibility).
Of the 675 participants, 576 completed the same assessment at the end of the spring semester
after the onset of COVID-19. In addition, 600 completed at least one item from a COVID-related
survey, and 485 completed nightly surveys on mood and wellness behaviors regularly, before
and after the onset of COVID. Alas, 67% of the participants were enrolled in the UVM wellness
environment program. On a 10-point scale, the findings did reveal an 87.3% reporting score of 6
or higher in level of disruptiveness, especially for younger students.
Externalizing and attention problems were persistent negative effects on students’
behavioral and emotional functioning. Further, the findings from the nightly surveys after the
onset of COVID indicated a drop in behaviors such as exercise minutes, nutritional quality,
sleep, hydration and increased screen time. However, the findings revealed that students in the
wellness program were less affected by COVID in regards to internalizing symptoms and
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attention problems. Although the study focused only on first-year students, the findings are not
necessarily transferable to all university students. The results from the study elicit more
discussions regarding greater institutional support for first-year students and an increased role for
wellness programs due to the disruptions from COVID-19.
Sudden Environmental Change
An environmental change prompted by the sudden move to remote learning emerged the
blurred boundaries between school and home life. In a qualitative and quantitative study, data
was collected from 270 students analyzing their perceptions of their adoption, use, and
acceptance of emergency online learning (Patricia, 2020). A questionnaire was administered
gauging their students’ experiences with activities, attitudes, emotions, and educational
experiences transitioning to online learning. Two additional open-ended questions were included
regarding the challenges and/or positive experiences. Participants reported their biggest
challenge was the ability to concentrate while being at home. The causes varied from too many
distractions because of family members, noise, and housework responsibilities. Some students
associated home with a place of relaxation, so being productive was difficult. Other participants
emphasized how they worked better in a different environment than home. They were struggling
to manage responsibilities at home, along with their schoolwork. In another qualitative study
(Lee et al., 2021), 34.1% of participants indicated a strain with their family, with more than one-
third being first-generation students. Those reporting the strain with family were significantly
more likely to consider it harder to complete the spring 2020 semester at home. In a matter of a
short period of time, students were expected to adjust to their learning and home arrangements
being in the same environment.
Duration of Remote Learning
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The unexpected duration of the COVID-19 pandemic forced long periods of remote
learning that could possibly impact students’ long term mental health (Orme, 2021). Initially,
most colleges and universities did not have a concrete timeline as to when students could return
to campus. With an increase of COVID-19 cases, college students were forced to stay away from
college campuses for an extended amount of time. According to the Student Experience
Research University (SERU), the findings from their study show an increase in mental health
disorders among college students compared to previous years (Chirikov et al., 2020). The patient
health questionnaire-2 scale to screen for major depressive disorder symptoms and the
generalized anxiety disorder-2 scale were used to screen 30,735 undergraduate students. The
findings from the surveys revealed 35% screened positive for generalized anxiety disorder and
39% screened positive for generalized anxiety disorder. Further, the findings from the survey
indicate major depressive disorder and generalized anxiety disorder are more pronounced among
low-income students, students of color and students who identify as LGBQT. The mental health
of minoritized communities were intensified due to the psychological trauma that could come
from the pandemic. They were more likely mentally overwhelmed by the unequal burden of
finances, illness and death (Lee et al., 2021). The concerns for minoritized communities during
the pandemic should be further explored and understood.
Marginalized Populations May Experience Exacerbated Stressors
With the limited literature available on the recent impact of COVID-19, methods used for
the studies have been primarily quantitative. The results from the studies provide a substantial
argument that first-generation students are experiencing significantly more stressors during the
pandemic compared to continuing-generation students. The studies that support the argument
shed light on several aspects such as living environment, food and housing security, financial
38
hardships, the psychological impact, the social impact and racial discrimination. These possible
stressors are directly impacting the mental health of first-generation college students. In framing
the research, persistence theory (Tinto, 1975) is used to conceptualize the possible stressors
during campus closures that first-generation college students may experience that could
potentially impact their persistence through college. To provide context for the study and a
hypothesis of possible stressors that could jeopardize the academic goals of first-generation
college students, Figure 1 was created to convey the conceptual framework. Based on the
available literature and the framing of theory of persistence, Figure 1 provides more specifics:
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Figure 1
Conceptual Framework
Possible Stressors for First-Generation College Students
First-generation college students are more likely to experience exacerbated stressors
compared to their continuing-generation college peers during COVID-19 (Liu et al., 2020; Soria
et al., 2020). In another study conducted by the student experience in the research university
consortium, surveyed 28,198 undergraduate students between May through July 2020 at nine
universities. Of those respondents, 26% identified as first-generation college students and of
those 56% identified as low-income and working class. First-generation college students reported
experiencing additional stressors compared to continuing-generation students. They were more
40
likely to experience living in unsafe environments, food insecurity, housing insecurity, higher
rates of mental health disorders and more challenges adapting to online instruction. These
reported experiences are higher compared to their continuing-generation peers (Soria, et al.,
2020).
Financial Impact on First-Generation College Students. The most common hardship
due to the pandemic has been financial hardship (Aucejo, et al., 2020; Soria, et. al, 2020). In the
same SERU Consortium study, Pearon’s chi-square test was utilized to determine if there is a
statistically significant difference between the expected and observed frequencies of students’
responses. In survey questions related to financial hardships, most first-generation college
students (87%), compared to continuing-generation students (76%), reported experiencing at
least one financial hardship during the COVID-19 pandemic. A few common financial hardships
first-generation students were more likely to experience include loss or reduction of income from
family members (52%), an increase in living expenses (39%), and unexpected spending in
technology (27%). They were also significantly more likely to have experienced actual lost
wages through both on-campus and off-campus employment. The financial hardships are also
being reflected in the labor markets.
To further the argument of the financial impact, a study on The Impact of COVID-19 on
student experiences and expectations: Evidence from a survey (Aucejo, et al., 2020) was
conducted at Arizona State University during the spring 2020 semester. A total of 1446
respondents completed the survey. The findings from the survey revealed how COVID-19 had
large negative effects on students’ current labor market participation and expectations about
post-college labor outcomes. Working students had a 31% decrease in their wages and suffered a
37% decrease in weekly hours worked on average. Consequently, approximately 40% of students
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lost a job, internship, or a job offer, and 61% reported having a family member that experienced
a reduction in income. Although the data represents a sample from the undergraduate population,
only 0.38 were considered first-generation. More research is specifically needed to address
financial implications and labor market participation post-pandemic.
Psychological Impact on First-Generation College Students. Undergraduate research
students that are first-generation college students seem to be more impacted with anxiety and
depression compared to graduate students during the pandemic (Grineski, et al., 2021). In July
2020, 962 undergraduate research students were given a survey online. Five demographic
variables were examined that include international student status, LGQB, gender, race/ethnicity,
college generation status. Participants were given survey questions regarding depression, social
support from faculty mentors and professors, COVID-19 research restrictions, and COVID-19
adverse event experiences. Descriptive statistics and multivariable generalized estimating
equations were used to analyze data. The findings revealed that 63% reported at least mild
anxiety and 73% reported at least mild depression based on GAD–7 and PH–Q scores. Also,
15.2% reported severe anxiety and 23.4% reported severe depression. Notable findings from the
analysis highlighted that severe anxiety and depression among a substantial proportion of
undergraduate research students is alarming. Specifically first-generation, women, and LGBQ
undergraduate research college students are at amplified risk for anxiety and depression.
Researchers from the study acknowledged that mental health in undergraduate researchers is
understudied; therefore, anxiety and depression had not been systematically documented for their
target population prior to COVID-19. The implications from their findings indicate that first-
generation, women and LGBQ are in need of interventions. Faculty mentors and program
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directors need to ensure that affected undergraduate research students are connected with
counseling services.
Social Impact on First-Generation College Students. Social wellness of college
students adds concerns due to loneliness and isolation (Lee et al., 2021). Moving to remote
learning altered the possible relationship developed with peers. In a survey of 200 students,
attending a 4-year college in the U.S. were recruited before the COVID-19 pandemic were
surveyed through Pollfish (a survey research design platform that uses Random Device
Engagement). One of the survey questions asked how Covid-19 impacted the participants’
relationships with friends. The results from the survey reveal 27.8% had improved, 45.7% had
strained, and 26.5% had no impact on relationships with friends. The increased stress factors at
home, distance and lack of communication due to COVID-19 were the causes of the strained
friendships. The survey was done during the spring 2020 semester, so the longitudinal impact on
friendships have yet to be fully explored.
Racial Discrimination on First-Generation College Students. Racial discrimination of
Asian and Asian American students has negatively impacted their mental health (Liu, et al.,
2020; Woo & Jun, 2021), and stronger efforts are needed in providing online mental health
support for Asians. Reports of racial discrimination and violent attacks associated with COVID-
19 has increased significantly since the outbreak of COVID-19. The Asian Pacific Policy and
Planning Council (A3PCON) received over 1800 reports of racial discrimination as of May
2020. Researchers, Woo and Jun (2021), examine the association between racial discrimination
amid COVID-19 pandemic and depressive symptoms among Asian subgroups. The also
investigated the role of communication after a stressful event, such as discrimination.
Participants were recruited from an online survey panel across the country in May 2020. Of 1548
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panels invited by Qualtiric, 858 respondents selected Asian as one of the multiple race options.
They were then asked if they had experienced racist/xenophobia attacks, discrimination,
harassment, and/or microaggressions since the outbreak of COVID-19.
A total of 245 responses were analyzed. Race and ethnicity were both self-identified and
the survey questionnaire was provided in English only. Using a multiple linear regression
analysis, the results indicated racial discrimination was positively associated with depressive
symptoms. The associations did not vary between Chinese Americans and other Asian
subgroups. Communications with a spouse/partner served to mitigate the mental burden of racial
discrimination. Further analysis revealed those who shared their racial discrimination
experiences in online ethnic communities displayed stronger depressive symptoms. These
conclusions, from Woo and Jun (2021), suggest the potential benefits of communication with a
spouse or partner can alleviate the mental health burden of discrimination.
Possible Positive Outcomes
Although, COVID-19 has highlighted several possible negative psychological impacts on
first-generation college students, a few studies reveal the perceived positive outcomes. The
duration away from campus alleviated common challenges that some first-generation college
students experience. In a phenomenological study (Orme, 2021), three first-generation college
students shared their experiences through interviews and reflections with the use of photo-
elicitation. Participants were asked to self-select visuals (photos, self-shot footage, and social
media posts) that they perceived to depict their experiences with remote learning during fall
2020. They emailed the visuals and explained why they had selected the images. Two
participants noted that remote learning supported their growth in overcoming imposter syndrome
and access to varied resources. They learned how to become more comfortable as a tech-savvy
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student. All communication had shifted to an online platform, so contacting professors through
emails became less intimidating and confidence to physically approach the professors were not
needed during remote learning. Another participant found networking and connecting with
campus resources more accessible. Similarly, in another study by Patricia (2020), participants
perceived self-efficacy in their capabilities to successfully engage in technology showed
improvement, specifically in their knowledge of new learning tools. Both findings from the study
reveal the perceived positive outcomes of technology proficiency due to remote learning.
Conclusion of Mental Health of College Students During COVID-19
In the recent span of time since the onset of the pandemic, recent research has provided a
glimpse of the possible impact on the mental health of college students during COVID-19.
Available literature reveals an alarming increase in mental health disorders such as anxiety and
depression (Chikrov et al., 2020; Copeland et al., 2021; Wang et al., 2020). More research
reveals that marginalized student populations are experiencing intensified stressors that are
contributing to the impact on their mental health. Possible stressors contributing to mental health
concerns include sudden environmental changes, isolation, duration of remote learning, financial
hardships, disruption to everyday life and racial discrimination. The possible stressors impacting
the mental health of first-generation college students calls for the examination of how higher
education institutions can provide specific support in response to campus closures. More
research is still needed to understand the long-term impact.
The Role of Higher Education
The unforeseen circumstances, sudden changes, disruptions, and duration of COVID-19
are possible contributing stressors that have impacted the overall mental health of first-
generation college students. With the recent and growing literature regarding the perceived
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impact of first-generation college students' overall mental health due to the sudden and long
duration of campus closures, higher education institutions must prioritize how to address and
support their needs. First-generation college students are grappling with various factors that
could impede their retention, institutional support throughout, recognizing the college institution
as a place of academics and a community of resources, and cultivating a sense of belonging are
critical and urgent to support their persistence through college.
Institutional Support Throughout the College Experience
To increase the persistence of first-generation college students, higher education
institutions can provide both academic and social support prior to their arrival, during their
transition and throughout their college experience. Four-year institutions have a role in providing
both academic support and social support throughout the college experience for first-generation
college students. Tinto (1993) addressed how to rethink the causes and cures for retention. He
emphasized an institution-wide commitment to educating all students and the development of
supportive social and educational communities that value the integration of all students. Further,
Tinto pointed towards institutional leadership to provide resources and incentives to make
retention programs possible. In his discussion, he strongly encouraged the retention of color
students through actions guided by the assessment of individual needs rather than making
assumptions, with an emphasis on advising and counseling, building social support and
community membership. Tinto’s research almost thirty years ago was a foreshadowing of what
would be necessary for higher education institutions to implement during the lengthy campus
closures. Research from Gibbons, et al., (2019) stressed the idea of having postsecondary
institutions to demonstrate concern for prospective first-generation college students by making
connections and building relationships with these students prior to their arrival at college. The
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main principle for retention of first-generation college students involves support prior to,
transition into and throughout their college experience.
Cultivating a Sense of Belonging
The perceptions of first-generation college students experiencing a sense of belonging is
critical for their persistence through college. Cultivating this sense of belonging can also differ
for students based on their race, generation status and the intersection of both (Duran, et al.,
2020). Using data from the Assessment of Collegiate Residential Environments and Outcomes,
the researchers examined the environmental factors such as living on campus and perception of
peer networks, contributing to belongingness. For two administrations of the survey, during
spring 2017 and spring 2018, 59,364 students at two private and six public 4-year institutions
across the United States participated. In total, there was a 22.1% response rate. Using multiple
linear regression analysis, three questions guided their inquiry regarding how higher education
environments influence students based on their social identities. The findings revealed that white
students indicated a higher sense of belonging compared to other students. African
American/Black collegians indicate a much lower sense of belonging.
Similarly, those identified as first-generation college students reported lower perceptions
of sense of belonging. To further the point of the intersection of social identities, both
continuing-and first-generation African American/Black students reported lower scores for sense
of belongingness compared to other students. In contrast, continuing-generation White collegians
indicate a higher sense of belonging. The limitations of the study include the ability to
statistically generalize the findings based on campuses, since the study included several
geographical locations. In addition, the data incorporated is cross-sectional, which limits the
ability to make claims about student growth and change. These findings provide a critical lens in
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how privileged and marginalized identities intersect to construct unique experiences of belonging
at 4-year institutions.
A sense of belonging for first-generation college students is a variable that fluctuates
depending on time and context (Gillen-O’Neel, 2021). In a study conducted examining a sense of
belonging and student engagement from five colleges in Minnesota, a total of 425 traditionally
underrepresented and 425 well-represented participants were recruited (Gillen-O’Neel, 2021).
Data was collected in two methods via online surveys and seven daily surveys. Results revealed
that first-generation students had slightly lower mean sense of belonging than their continuing-
generation peers. Family income was not associated with a sense of belonging, but the student
race was. White students reported a higher average sense of belonging rather than their Black
peers. The average sense of belonging among Asian, Latinx, and Multiracial participants did not
differ from one another nor from those of Black or White participants. For all students, days of
higher self-efficacy, more positive feelings toward school, more help-seeking, and lesson
procrastination were associated with days of especially strong sense of belonging. A noteworthy
finding was the daily sense of belonging among first-generation college students was associated
with more in-class engagement. The researchers recognized that the data was based on self-
reporting and the study included both emotional and behavioral forms of engagement. However,
the findings suggest that daily sense of belonging may provide first-generation students with
extra motivation to attend class or extra confidence to participate in the class discussion for the
day. With students returning to in-person learning, a pathway of intentional, frequent and
positive interactions among peers and faculty can cultivate a sense of belonging for first-
generation college students.
College as a Place of Academics and a Community of Resources
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Specifically for first-generation college students, college is recognized as a both a place
of academics and a community of resources. In Tinto’s 1998, Colleges as Communities: Taking
Research on Student Persistence Seriously, made a compelling argument that academic and
social involvement and integration are crucial. He elaborated that positive and frequent
interactions between students and faculty will most likely help students persist through college.
As students have an opportunity to interact positively with faculty before and after classes, a
stronger connection can be made. However, the dynamics of a 2-year and 4-year college does
impact the academic and social integration. In addition, organic and shared learning occurs
through supportive peer groups that extend beyond the classroom. Residence life becomes a
critical environment for these organic and shared experiences to occur.
To further the discussion posited by Tinto (1998), a study done by Garvey et al. (2020)
explores the relationship with residential environments and first-generation belongingness. The
study was conducted at a large university in the Southeastern United States, where 390 first-
generation students who lived in residence halls were given a survey. The survey asked questions
regarding interaction with staff, participation in programs, use of residential staff as a resource,
use of common areas, interaction with other residents, and engagement in unplanned activities.
The findings revealed that first-generation females demonstrated higher rates of belongingness
compared to first-generation males. Respondents with parents/guardians earning higher income
reported a higher sense of belongingness. Also, Christian first-generation respondents reported a
higher sense of belongingness compared to non-Christian first-generation college students.
Clear Communication and Access to Resources
With campus closure, 4-year institutions must prioritize clear communication and access
to resources. College counseling centers can provide an essential role in addressing the mental
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health needs of COVID-19. A study conducted during the Spring semester of 2020 included 138
school websites from the New York City metropolitan area. The school websites were analyzed
to characterize the extent of communication to students regarding updated mental health service
offerings, psychoeducational information related to COVID-19, and community-based resources
after the abrupt end to on-campus services. Seidel et al. (2020) did a cross-sectional study that
included eight criteria that were used to evaluate the findings from the 2018 to 2019 healthy
minds study. The second criteria were based on the presence of psychoeducation about mental
health as it relates to COVID-19. For the counseling center to be included in the second category,
explicit communication regarding services must be available during the COVID-19 pandemic.
Similarly, the third and fourth categories also needed the presence of information about and how
to get access to remote counseling services during the pandemic. The next three criteria pertained
to the presence of emergency resources during COVID-19 and presence of additional resources
or hotlines. The final category asked if all the links provided were actively working.
The findings from the results revealed that 96 % of the schools’ websites included
COVID-19 specific messaging. About 607 of all websites included directions for students with
mental health emergencies, while only 51% of all school websites studied presented information
regarding remote counseling of any kind. For those school websites that did present information,
100% of those did provide their students with specific directions on how to access the remote
resources. Regardless, only 51% of the sites included community-based remote resources, and
90% did have working links. The information on the school websites could have changed after
the analysis was completed. However, making this information accessible to students online is
crucial especially with the absence of a physical office. The community-based resources are
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helpful to ensure access to 24-hour services, such as hotlines and warmlines, especially when
school counseling services are unavailable.
Addressing the Mental Health Needs
Four-year institutions provide an essential role in addressing the mental needs of first-
generation college students through health services and eliminating the possible barriers to seek
mental health resources (Stabelton et al., 2014). The psychological factors that impact the well-
being of first-generation college students are part of their retention or reasons for leaving college.
The student experience in the research university survey was administered to 150 students across
six large public research institutions in the spring 2009. The institutional-level response rates
varied from 26% to 69%, for an overall response rate of 40%. Among the sample participants,
27.3% were first-generation and 72.7% were not first-generation. The researchers acknowledge
that the overall response rate could have been higher, and although there were several questions
addressing mental health from several modules, the intent was not to be a comprehensive mental
health instrument or assessment. The findings from the study revealed that there was a
significant difference in sense of belonging on campus between first-generation and continuing-
generation students.
With further analysis, levels of mental health differed significantly across the two groups,
reporting lower levels of depression/stress on average for continuing-generation students
compared with first-generation students. With regards to mental health services, first-generation
college students indicated needing, but not using mental health and counseling services on
campus at a higher rate compared with non-first-generation college students. The implications
from the study reveal that college counselors, especially at larger research institutions, need to
address the unique mental health issues that first-generation college students may encounter.
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Four-year institutions can bring greater awareness of the services available and how to best
access them.
With COVID-19, the changes and disruption have demanded adaptation and innovation
to address student needs. Building awareness and reframing mental health services from a
sociocultural lens for our marginalized populations on campuses. Pandemic-related stresses and
the long-term changes require institutions to prioritize the next steps for mental health services,
especially for first generation college students (Liu et al., 2020). Although students have been
distributed throughout different geographic locations during campus closures, colleges and
universities remain a primary access point for students. Traditionally, 4-year institutions have
relied on in-person services for mental health and counseling services. Offering flexible models
of care, including walk-in/drop-in virtual care options, stepped care models, group therapy, and
virtual app-based resources are strong considerations.
To specifically support first-generation college students with mental health services,
reframing the healthcare ecosystems through “thoughtful, systematic, and informed approach”
(Liu, et al., 2020, p. 3) must be carefully considered. Campus administrators, mental health
professionals, researchers, and policymakers to advocate and implement identity-related student
assets, strengths, and resilience-promoting factors during campus closure. Strategies include: (a)
acknowledge and validate the stories benign depicting risk and identity through various
platforms that are potentially causing negative mental health; (b) help students name and claim
their pre-COVID-19 identity-based factors to promote resilience, and (c) use cognitive
behavioral therapy approaches to promote student resilience by targeting their salient and most
meaningful identity. Four-year institutions have the opportunity and responsibility to respond to
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the mental health needs of their marginalized populations by amplifying and leveraging these
culturally informed, evidence-based interventions.
Conclusion of the Role of Higher Education
Thousands of higher education institutions suddenly closed their campuses back in March
2020 in response to slowing the spread of COVID-19. For first-generation college students,
college communities are distinct in providing both the academic and social environment (Tinto,
1998). As a result of campus closures, higher education institutions serve a critical role in clearly
communicating how students can get access to resources, specifically in addressing mental
health needs. Another important response by higher education institutions is their plan in creating
a continual sense of belonging for students, especially for the extended duration away from
campus. Access to resources and cultivation of sense of belonging are substantial factors in the
persistence of first-generation college students through 4-year colleges.
Summarizing the Literature
Prior to the 1970’s, limited research was available regarding factors contributing to
student attrition at 4-year institutions. Tinto (1975) introduced the theory of persistence model of
retention that offered a perspective of a series of interactions between a student and the
institution is a process that leads to persistence through or drop out. With many critiques and
criticism of the original model, Tinto addressed the gaps in his original research to include
factors that impact marginalized student populations, such as first-generation college students.
Their experiences are often different from continuing-generation students. Despite the possible
challenges first-generation students may experience prior to college, transitioning into, and
throughout college, they bring cultural capital and strengths to the academic environments in
which they attend.
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With the campus closure of thousands of colleges and universities in the United States,
college students have been impacted in various degrees. Recent literature reveals the alarming
impact on the mental health of college students. Marginalized student populations, specifically,
first-generation college students have experienced exacerbated factors due to environmental
changes, unexpected duration of remote learning, financial hardship, a loss of peer support, and
limited access to campus resources has increased the mental health issues. More in-depth and
long-term studies are still needed to further the discussion. Few studies have primarily focused
on the lived experiences of first-generation college students. The recent literature does affirm,
higher education institutions can be critical agents in addressing these specific needs to support
and ensure their persistence through college.
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Chapter Three: Methodology
The mental health of first-generation college students has been significantly impacted by
the pandemic compared to continuing-generation college students (Soria et al., 2020). Stressors
such as financial hardships, transition to online learning, food and housing insecurity, living
conditions and lack of support have contributed to increased levels of anxiety, stress, fear,
depression and difficulty focusing (Sahu, 2020; Son et al., 2020). First-generation college
students are a vulnerable population in higher education institutions. According to the National
College Education Statistics (2018), 48% of first-generation college students at 4-year public or
private institutions remained on the persistence track towards their degree compared to 67% of
their peers who had one parent with a college degree. This numerical data reveals a discrepancy
between the two populations prior to the pandemic, so understanding how school closures could
contribute to this gap should be prioritized by higher education institutions. Further research is
imperative to understand the inequities from lack of access to university resources and how this
impacts their overall mental wellness. Sustaining the overall mental health of first-generation
college students is vital in their persistence towards a college degree.
Purpose of the Study
The purpose of this qualitative study is to understand how campus closures due to
COVID-19 impact the mental, emotional, social and physical well-being of first-generation
college students. More information is needed in understanding how first-generation college
students were impacted by limited access to resources and the possible stressors or challenges
induced by the pandemic while students were away from campus. These findings can inform
higher education institutions on how to take actionable steps in addressing the needs of this
marginalized population. Understanding the possible implications of campus closures and how
55
this impacts their mental health may bring greater awareness in how to sustain and support first-
generation college students on the persistence track towards attainment of academic goals.
Included are the four research questions that were intended to be answered in the study:
1. How has the closure of the university campus impacted the mental, emotional, social
and physical well-being of first-generation college students?
2. How do first-generation college students feel about the university’s response to
COVID-19?
3. In what ways are first-generation college students feeling connected to the university?
4. What wellness practices have first-generation college students implemented to sustain
their well-being?
Selection of the Population
First-generation college students were interviewed to better understand their lived
experiences during the campus closures between march 2020 to summer 2021. According to the
enrollment data at a 4-year, private university in Southern California, 24% of the students
enrolled during the spring 2020 semester were considered first-generation college students.
Gathering data from reflection responses and interviews will provide an in-depth understanding
of their feelings, thoughts and responses. This approach will provide greater context to the
literature and further explore the details of how the overall mental well-being of first-generation
college students were specifically impacted when asked to relocate away from the university.
The participants were living on campus during the spring semester of their first-year of college.
On March 17, 2020, students on campus were asked to suddenly move away from the university
campus to minimize the spread of COVID-19 and to adhere to shelter in place.
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During the selection process, the director of the first-generation program became the
contact person. The director initially emailed a cohort of approximately 35 first-generation
college students who potentially met the criteria for the study. In the initial email, the director
asked for the consent for access to the names and emails of potential participants to be included
in the recruitment email. Thirteen potential participants responded to the email from the director
and gave consent to receive the recruitment email. A recruitment email was sent to the thirteen
potential participants with the details and specific criteria for the study. Ten potential participants
responded to the recruitment email. From the ten potential participants, three individuals did not
meet all the criteria as the requirement for the study. In the final selection of the participants,
seven individuals met all five criteria and provided consent to participate in the study. The seven
participants were undergraduate students in their third or final year at a 4-year, private university
in Southern California.
Based on the methods of Lochmiller and Lester (2017), purposeful sampling, non-
probability was used by the researcher to conduct the research. Purposeful sampling was selected
for the study in trying to understand the experiences of a specific population; therefore, the
sample population included in the study must meet a set of criteria. The criteria were included in
the initial email to recruit participants. Participants meeting the criterion needed for the study
includes:
● enrolled as a first-year student in fall 2019
● first-generation college student
● undergraduate
● had been living on campus
● ages 18-20
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Seven participants who met the criterion were selected to participate in the study. Since
the focus is on the impact of mental well-being of first-generation college students due to
campus closure, the participants are represented by different races, ethnicities, cultural
backgrounds and both genders. Of the first-generation population from the university, 61% are
female, which was reflected in the ratio of five females and two males selected for the study.
Design Summary
For this study, a qualitative approach serves to understand lived experiences and
narratives of a marginalized population in higher education institutions (Lochmiller & Lester,
2017). An openness to understanding rather than making assumptions is vital in framing the
participants' experiences in the study (Denzin, 2016). Further, a qualitative study is the process
of which explores how people and events impact each other (Maxwell, 2013), which is yet to be
completely conveyed and understood with COVID-19. The design of the study aimed to bring
greater context and understanding of campus closures through the perspective of first-generation
college students. Using the theory of persistence (Tinto, 1975) to frame literature, methods of
data collection, and analysis of data was to provide a foundation for understanding how higher
education institutions’ academic, social and financial support are instrumental in sustaining the
overall mental health of first-generation colleges students, potentially impacting their attainment
of academic goals.
Using the methodology from Merriam and Tisdell (2016), the organization and process
were designed with their methods in conducting a qualitative study. In Chapter One, the research
problem and purpose were described. Chapter Two included a review of the literature. The
methods used to collect data were addressed in Chapter Three. The analysis, interpretations and
reporting of the data were explained in Chapter Four and Five.
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Methodology
The methodology for the qualitative study included reflective responses and open-ended
interview questions from five participants. Through the use of a reflective prompt, participants
were asked to write a response as a form of qualitative data. Participants were given a reflective
prompt prior to meeting for the interview to reflect back on their initial thoughts, feelings and
responses to campus closures in spring 2020. Utilizing a reflective prompt is another method of
allowing the researcher to make sense of the participant’s perspective (Patton, 2002). The
structure of the response invites the participant to document and reflect on past experiences,
captured in words or images.
In addition to the reflective prompt, data was collected through an open-ended interview.
In developing the protocol for the interview, a semi-structured interview guide was used,
allowing for flexibility and adaptability depending on the responses of the interviewees. Through
the use interviews, possible gaps may be addressed in the literature by capturing the feelings,
thoughts and responses of individuals impacted (Merriam & Tisdell, 2016). The interviews were
necessary to understand the specific details and complexities regarding the impact of campus
closures on the overall mental health of the participants. With each participant, their experiences
shed insight into understanding how the campus closures personally impacted them.
By providing a reflective prompt and using open-ended questions, participants are given
two different methods of sharing their personal experiences. In alignment with the conceptual
framework for this qualitative study, all four research questions were central to the development
and implementation of both the reflective prompt and interview questions.
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Instrumentation and Protocols
Data was collected using two instruments, which include a reflective prompt and a semi-
structured interview guide.
Reflective Prompt
The first method of collecting qualitative data was providing a reflective prompt. The
researcher provided participants with a reflective prompt to answer prior to the interview. The
reflective prompt was emailed to participants through a private Google document. Two days
prior to the interview, the response was read and analyzed. The response by the participants was
an exercise to encourage participants to reflect back to spring 2020, since over a year has lapsed
from the when they were asked to suddenly leave campus. The prompt was drafted with the
research questions as the focal point (see Appendix B). A reflective prompt was chosen to
provide participants autonomy in time and space to reflect and convey their feelings, thoughts
and experiences. The prompt included the email sent to students by the president of the
university asking them to leave campus immediately and additional written probes to engage the
participant in possible reflections to consider in their response. Participants were encouraged to
use phrases, words or images in their response. Prior to the study, a pilot study was conducted on
the reflective prompt during spring 2021. The participants in the pilot study offered suggestions
and feedback regarding the directions, the content, the flow, the length and how they felt during
their participation. Designed specifically for the study, the reflective prompt was included in the
analysis. The reflective response served as a companion and introduction to the interview, adding
depth and greater context.
Interview Instrument
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Qualitative research involves a robust data collection (Bowen, 2009). A second source
included to collect qualitative data was through the use of interviews. The interview questions
were drafted to ensure that all four research questions would be the focal point. The interview
protocol consisted of 15 questions (see Appendix C). Each question targeted one of the four
research questions, with the last question reserved as a follow-up. Probes were also included for
each question to minimize the interviewer effect by asking the same question of each respondent
(Patton, 2002). Prior to the study, the interview instrument was piloted by first-generation
college students from the target population during spring 2021. These students met more than
half the criteria as potential participants, which offered valuable reflections and feedback in how
to adjust the interview instrument. Following the guidelines of IRB, the researcher conducted all
interviews through the virtual platforms of Zoom. Interviews were conducted using a semi-
structured interview guide and were recorded and transcribed for analysis.
Data Collection
A series of steps from Maxwell (2013) and Merriam and Tisdell (2016) were followed for
data collection to ensure alignment with the design of the study. The following steps were taken:
(a) contact the director of the first-generation scholars, (b) with consent by potential participants,
obtain names and emails, (c) purposeful sampling, (d) collect and record the data, (e) contact
participants as a follow-up for a member check (f) store the data. Qualitative data was collected
from seven, first-year generation college students through the use of reflective responses and
semi-structured interviews.
Prior to recruiting potential participants, obtaining permission of names and emails was
part of the initial process. The director of the first-generation program on campus was the contact
person. An email explaining the study and an informed consent asking for permission to share
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names and emails was sent by the director (see Appendix A). The information included in the
email would allow for potential participants to make an informed decision about participating in
the study. If written consent was granted, a recruiting email was sent to all potential participants
interested in participating in the study.
A month prior to interviewing, emails were sent to all the participants to schedule
interviews. The participants were provided with a list of different options that were most
convenient with their schedules. Three weeks prior to the interviews, an informed consent was
emailed to the participants to describe the study, explain the role and responsibility of the
researcher and their rights as a participant in the study. The communication of the informed
consent is critical for participants to understand their rights including: (a) participation is strictly
voluntary, (b) their responses are completely confidential, (c) they may end the interview at any
point in time (Rubin & Rubin, 2012). The importance of having permission to record video, take
notes for the interviews and reflection responses being stored and secured on a private Google
drive was emphasized. The participants were asked to email a signed copy of the informed
consent prior to the reflective prompt and interview.
Phase 1: Reflective Prompt
Two weeks prior to the interview, directions to the reflective prompt and the prompt itself
were emailed to the participants. Participants were asked to spend approximately 10-15 minutes
for their response time and to use the Google document provided. An email reminder was sent
three days after the initial reflective prompt was sent. The participants were asked to submit their
responses back to the researcher through email five days prior to the interview. Finally, a third
email was sent two days before the reflective prompt was collected. Prior to the interview, the
participants were given approximately 10 to 14 days to complete their reflective prompt.
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According to the pilot study, participants expressed one week to two weeks would be optimal in
completing the reflection. The data from the reflective response was used to follow up with
additional questions at the start of the interview. The exact follow up questions varied at the
beginning for each participant depending on their response from the reflective prompt, which set
the focus of the interview process on their own personal experiences.
Phase 2: Interview
Each interview was approximately 50 to 60 minutes and conducted through Zoom. After
each interview, an email was sent to verify the accuracy of responses given by the participant
and to clarify any information related to the research questions (Merriam & Tisdell, 2016). The
member checks ensure accountability with a researcher’s own bias and assumptions in
interpreting the data (Maxwell, 2013). Three days before the interview, I ensured a copy of the
signed informed consent. The data collected from the interviews was transcribed and reviewed.
Two days after the interview, an email was sent to the participants as a follow-up and thank you.
The participants were invited to have an additional interview to provide any more clarification or
process any of their responses. All seven participants declined a follow-up interview and were
content with their initial responses.
Data Analysis
This study utilized a qualitative approach to data collection. The research questions
served to guide the data analysis for the reflective prompt and interviews. In alignment with the
design of the study, the reflective prompt and interview questions were crafted with a direct
connection to the research questions. Both forms of data were reviewed, coded and analyzed to
answer the research questions.
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Data was collected from reflective responses and interviews from the same participants.
After each reflective prompt was submitted and interview conducted, the researcher wrote
separate reports documenting any key findings and further questions for clarification for the
follow-up email. In qualitative research, specifically populations that have been historically
marginalized and silenced, being mindful and culturally sensitive was prioritized throughout the
process of collecting and analyzing data (Milner, 2007). Making informed decisions based on
continual conversations with individuals that represent the target population and piloting the data
collection instruments prior to the study centered their narratives. Understanding the
interpretations of the format, wording, and language incorporated in the data collection. As the
interviews were transcribed, I assigned codes to themes that emerged. Based on codes,
statements by participants were assigned accordingly. As new themes emerged from reading
through transcriptions multiple times, several codes were merged that were aligned with
prominent themes or noted as a divergent perspective.
Engaging in self-reflection, member checks and peer review encourages accountability
for personal bias and minimizes possible assumptions during the analysis (Maxwell, 2013;
Merriam & Tisdell, 2016). All of the responses from the interviews were transcribed and
systematically coded. Further, I read through the transcripts and listened to the interviews
multiple times to develop possible ideas regarding themes and relationships (Maxwell, 2013).
Similarly, the reflective responses were systematically analyzed in the same manner. I extracted
emerging themes and patterns from the reflective responses that were congruent and/or diverging
from the interview analysis. The analysis of the reflection responses served to guide the opening
questions of the interviews, add any new contextual information or fill in any possible gaps from
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the literature (Bowen, 2009). Throughout the process, the confidentiality of each participant and
their responses was maintained.
Positionality of Researcher
Stepping into the role of a researcher was one that warrants a thoughtful and systematic
approach. However, in full transparency, I name my multiple identities, an Asian-American
woman, a researcher, a faculty member, and a first-generation college student. Identifying as an
Asian American woman with the increase of xenophobia and Anti-Asian hate crimes has also
brought to light the complexities of the social climate impacting the personal and academic lives
of students in higher education institutions. Being a first-generation college student has been a
significant part of my identity that has elicited a combination of pride and struggle. As a faculty
member, I carry the memories of being a first-generation college student at a predominantly
white institution, while supporting others who are first in their family. With the intersection of
my identities as a researcher, I recognize the tension and acknowledge the human emotions in
witnessing the events that continue unfolding. Although my experience as a first-generation
college student may have similarities or differences compared to the experiences of the seven
participants, I am committed to honoring their unique narratives and practicing reflexology
throughout the research process.
Trustworthiness and Credibility
Several strategies to promote the trustworthiness and credibility of the study included, the
theoretical framing by using the theory of persistence (Tinto, 1975), a thorough analysis of the
current literature, an analysis of the reflection prompts and the responses from the interview by
the same participants. These three forms of data collection are utilizing triangulation, where
multiple sources are congruent in supporting a study (Merriam & Tisdell, 2016). The data
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collected from the interviews and reflections were then compared to the findings in the review of
literature. This process was incorporated as a reference point for coherence, divergence or the
combination of both for the findings (Merriam & Tisdell, 2016; Rocco & Plakhotnik, 2009). The
credibility and trustworthiness of this qualitative study were grounded in the triangulation of data
and the process of member checking, researcher self-reflection and peer review. Member
checking and peer review were important steps in preventing participant misinterpretation and
identifying any researcher bias.
Summary
The study used a qualitative approach through reflective responses and semi-structured
interviews. The data collected from first-generation college students were analyzed to focus on
the four research questions: how has the sudden closure of the university campus impacted the
overall mental well-being of first-generation college students, how do first-generation college
students feel about the university’s response to COVID-19, in what ways are first-generation
college students feeling connected to the university, what wellness practices have first-generation
college students implemented to sustain their well-being. The findings from the analysis of the
data are presented in Chapter Four and a discussion of the findings are presented in Chapter Five.
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Chapter Four: Significant Findings
The purpose of this chapter is to explain the results and findings on the impact of campus
closures for first-generation college students’ and their overall mental well-being. For this study,
qualitative data was collected through seven reflective prompt responses and interviews with the
same participants. The data collected provided the lived-experiences and perceptions of how
campus closures impacted first-generation college students’ mental, emotional, social, and
physical wellness, the universities’ response to shelter in place, levels of connection and
practices of self-care. Informed by the theory of persistence (1998), this study was guided by
four research questions:
1. How has the sudden closure of the university campus impacted the mental, emotional,
social and physical well-being of first-generation college students?
2. How do first-generation college students feel about the university’s response to
COVID-19?
3. In what ways are first-generation college students feeling connected to the university?
4. What wellness practices have first-generation college students implemented to sustain
their well-being?
Seven Participants
With the help of the first-generation program director, he was able to send out a
recruitment letter to possible participants from the first-generation program. Initially, thirteen
individuals were interested, but not all potential participants met all the criteria. Three potential
participants did not respond to the follow-up emails. A total of seven participants met all five
requirements for the study:
● enrolled as a first-year student fall 2019
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● first-generation college student
● undergraduate status
● living on-campus during first-year
● ages 18-20
All participants were given a pseudonym, and are all part of the first-generation program on
campus. Although being a student of color was not a requirement to participate in the study, all
seven participants were students of color. The participants for the study are consistent with the
the robust research indicating first-generation college students are primarily students of color.
Table 1 is a chart describing the participants’ major and anticipated graduation date:
Table 1
Participant Information
Participant
name
Ethnicity Major
Anticipated
graduation
Franco Latinx
Business administration with concentration
in analytics
Spring 2023
Lisa Asian Psychology with minor in sociology Spring 2023
Kevin Latinx Psychology Spring 2023
Veronica Latinx Christian ministry and sociology Spring 2023
Katrina Latinx Communication science and disorder Fall 2021
Caroline
African
American
Biological science (pre-med) Spring 2023
Maya Asian Communication science and disorder Spring 2023
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Phase 1: Reflective Response
The study contained two phases, a reflective prompt and a one-on-one Zoom interview.
In phase one, participants were provided an email sent out to all the students living in university
housing, from the president to elicit their initial feelings, thoughts, and actions at that moment.
Following the email, were possible questions to facilitate their response. In analyzing their
reflective prompt prior to their Zoom interviews, their responses revealed a theme of suddenness
and uncertainty of the future. For a few of the participants, the responses captured in the
reflective prompt and the answers during the Zoom interview were some of the first moments
recalling and reflecting on their experiences with campus closure. What most of them assumed
would be a short period of time away from campus, turned into almost a year and a half of
remote learning. The reflective prompt and the one-hour Zoom interview was a time for
participants, like Veronica, to process campus closure. Veronica states, “For processing them
(my feelings and thoughts), I am just starting to.”
Phase 2: Interviews With the Participants
Within a week of receiving the participants reflective response, a one-hour Zoom
interview was conducted. Prior to the reflection prompt and interview, participants signed a
consent form with permission to participate in the study and to include their responses in the
analysis of the study. The reflective response was analyzed before the Zoom interview. From the
reflective response, two or three follow-up questions were created that were tailored to the
specific participant and their experience. The follow-up questions served as a starting point for
the interview, and participants were able to elaborate on any of their reflective responses. At the
beginning of the interview, the rights and confidentiality of the participant were verbally
explained, and their verbal consent was asked in order to record the interview. Throughout the
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rest of the interview, the semi-structured interview protocol was used to ensure that the questions
and probes were aligned with the research questions.
Findings for Research Question 1: How Has the Sudden Closure of the University Campus
Impacted the Mental, Emotional, Social and Physical Well-Being of First-Generation
College Students?
With the initial suddenness of campus closures, participants explained not having time to
process the events immediately following the email sent by the president of the university to
leave off campus on March 16, 2020. At that point in time, participants were just trying to get
back home because they were concerned about the virus. All participants expressed that they
were concerned about the international students, especially with the travel restrictions that were
going into effect. Six participants out of seven participants were able to leave campus within the
week time-frame. Caroline had to request to stay on campus because her father was unable to
move her off campus immediately due to underlying health conditions. Katrina’s imagery was a
foreshadowing of the year and a half to come in sharing, “An image that came to mind for me
during this time was a very dark cloud and a storm that would last for a while.”
The Mental Impact
Shelter in place was a new situation for the participants and the university, so no one
knew what to expect. According to Kevin, “At first, nobody knew that it would be this long at
home. We all just went into this thinking it's going to be like spring break, or two.” After
participants were asked to relocate off campus immediately, students began remote learning on
March 22, 2020. Participants were impacted by the amount of time spent on Zoom. They were
not used to the amount of time needing to be in front of the screen. All participants are full-time
students, enrolled in at least 16 units each semester. Sitting in front of the screen was mentally
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and physically exhausting after a full day of Zoom classes. Four out of seven participants were
all working during campus closures. This required them to be on Zoom multiple times each day.
Four out of seven participants were all working during campus closures. Their work time
required them to be on Zoom for extended amounts of time, since meetings and events were all
virtual. After a full day of classes, work meetings, family responsibilities and possible virtual
events, six out of the seven participants expressed being exhausted, drained or tired. The
juxtaposition of not having to physically leave for school or work, yet needing to be on the
computer screen became physically tiring.
Franco’s Experience
Prior to campus closures, three participants never experienced anxiety or panic attacks,
but experienced their first anxiety or panic attack during remote learning. Franco stated that
during fall 2020, he experienced his first panic attack. The transition to remote learning was
difficult. He describes one of the experiences,
I don't think I got to zero, but I think I just kind of a low score than what I wanted for
one of my classes. I just began to have one. I didn't know how to solve it. I didn't know
what I was doing, like. I just sat in my chair, and I felt like there was a hole in my chest.
Feelings of being overwhelmed would overshadow him for days after, and he would
struggle with motivation to do anything or go anywhere. From this experience, he shared with
his mom that he needed help. Franco added on by stating, “I always get confused between
anxiety and having nerves. And I could never figure it out— such a gray area because I get
nervous a lot, but it's nothing like this. I'm like stone.” These feelings of anxiety manifested
themselves in physical ways, which impacted Franco’s mental and physical well-being. The
anxiety attacks were all new to Franco, so he was not sure how to properly cope with the mental
and physical changes he was experiencing.
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Kevin’s Experience
Kevin experienced his first anxiety attack during spring 2020. Prior to leaving campus, he
was really happy with his schedule and getting an on-campus job that he had really wanted.
Then, having to return home was chaotic, trying to navigate both school and home life was
stressful. Being home required an increase in family responsibility, the duration of remote
learning and not having alone time. The findings for Kevin’s mental change were both found in
themes from his reflective response and interview. He described his feelings in detail during the
interview:
So, the anxiety thing was there, but it wasn't as bad as it was that one night, which was
pretty bad because I didn't know what was going on. There will even be
moments where I'm not going to lie, I was feeling angry. Then, like I said, being eight
hours plus on a screen without stopping just drains it out of you. But then I guess, I
would be up ‘till two or three in the morning because I knew that was my only time
that I had to myself.
Remote learning was challenging for Kevin, and he expressed having more difficult days
then good days. His struggle was visibly noticeable by his mom. In conversations with her,
Kevin described his responses to questions as curt, and negative. His intentions were not to be
rude, but he was feeling tired and done with the circumstances. The changes in Kevin’s overall
disposition and health were noticeable to his mother. The challenges of quickly adjusting to all
remote learning, being separated from his friends, an increase in family responsibilities and the
unexpected long duration away from the campus was overwhelming for Kevin.
Katrina’s Experience
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Katrina experienced her first anxiety attack during spring 2021. She got to move back
onto campus for one of her classes, but she had to live in a suite by herself. In one week, she
experienced three panic attacks. Katrina remembers having to look up the symptoms because she
had no idea what she was experiencing. The anxiety attacks were triggered by living in isolation
because she has never lived by herself. During the interview Katrina recalled:
I started struggling really bad with anxiety at the beginning of the year (2021). It was
something that took a big toll on me because it was affecting me in every single way -
emotionally and spiritually. I was having issues in my classes. I had to ask for certain
extensions for work because it was too much for me.
She described her anxiety attack as waking up suddenly feeling nauseous and sweaty, with her
heart beating rapidly. In that week, she experienced three anxiety attacks. The trauma from those
anxiety attacks lingered and stuck with her. She expressed that being away from people and
community was so difficult, so the isolation manifested itself through the anxiety attacks. Her
experiences with anxiety attacks were all new, and she attributes them to the long duration of
isolation during campus closure.
The Emotional Impact
A sense of loss was described by three of the participants. Being first in their family to
attend college is significant, so they were excited to have the college experience. Lisa described
her feelings:
And so, like college was my one chance to finally be in the same place for four years, and
I told myself I am not transferring because the longest I've ever been in a place was less
than two years, in the past. So yeah, I just really wanted to be in one place, and then I just
felt so robbed. I was preparing for this my whole life, for all 18 years. I was so excited for
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four years, in the same place, with the same people—being super excited, and that did not
get to happen.
Lisa described the feeling as being ‘robbed’ from the college experience she worked her
whole life to attain the opportunity to attend college, especially being first in her family.
Growing up she moved 17 times and never lived in the same location for more than two years.
She thought attending college would give her the opportunity to stay in the same location for
four years. In her words, “I had barely adjusted to being a freshman in college and I suddenly
had to move back home. I felt robbed of something that I had worked towards my entire life,
especially coming from a first-gen background.” Lisa was robbed of the opportunities she had
been anticipating with campus closures. The most difficult part was the suddenness of it all.
From her reflection response, there was no time to grasp the events that followed, while having
to physically leave campus suddenly. Participants had to react and respond to the expectations of
the university to abide by the shelter in place mandates.
Veronica described having to mourn the loss of the stages and experiences in college.
Second year students in the first-generation program on campus are asked to be a mentor to first-
year students, but she did not get that opportunity to do this in-person. She described her initial
feelings in an excerpt taken from her reflection response:
I think the most challenging thing for me was what ended up happening after I left
campus. The physical packing and saying goodbye initially were not difficult. I had
prayed the morning before, so I was emotionally able to continue the day. I look back
now and didn't realize most of the people I had said goodbye to would have already
graduated by the time September 2021 came along. I think the challenge was mourning
different things as the year unfolded.
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Veronica was really looking forward to that second-year experience, but had to finally come to
terms with the loss of experiences and opportunities. According to her reflective response,
Veronica expressed that she did not realize this would be the last time she would see certain
friends. By the time students would return to campus for in-person learning, these friends had
graduated.
To further elaborate on these feelings of sadness and loss, Katrina provided imagery in
her reflection response. She described the imagery of a storm cloud hovering over her. The entire
college experience was taken away from her so suddenly. She further explained in the reflective
response:
Everything changed and everything was like falling apart. Everything was —I was being
sent home. I was told I had to do school online. I couldn't see any one and definitely that
took a big toll on me and because community is like insanely huge for me. So, it gave me
more issues with mental health.
The three participants from this study had to process those feelings of loss and disappointment of
all the possible opportunities they were anticipating for their college experience. Being first in
the family to attend a 4-year institution is quite significant, and with every missed opportunity
signifies a loss that holds personal value and meaning for the participants. Building a social
community was important to the participants. The opportunities that create social connections
through residential events, participating in on-campus clubs, dining on campus, living on campus
and meeting professors for office hours are considered a loss from campus closures. The missed
experiences could not be replicated for the participants because the uncertainty of having that
opportunity again was part of their grieving process.
The Social Impact
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The findings for the social impact of campus closures were both a mix of negative and
positive. Five out of seven participants described the difficulty of being physically separated
from their friends. Kevin spent time recalling his feelings and explained:
It was just really depressing because I'm one of those social people. So, I like being
around my friends and all that stuff, and I like being around my family. But it's just like
being locked up in my room or my house. Altogether, for like weeks on end, without
really going out. It just really got worse. I would say, it was pretty consistent, just feeling
depressed. My friends are right there, but we can't just go out and hang out. I just can't
really get out of the house.
They acknowledged that facetime and Zoom were available, but this did not feel the same as
seeing friends and professors in-person. Veronica explained that she thrived off being around
people and not being around people made her forget who she was before campus closures. She
states, “It really tested my friendships, so a lot of friendships just went away.” Caroline
elaborated on the same point that “Friendships were hard to maintain during remote learning.”
Kevin did not anticipate the lengthy duration of shelter in place. He struggled with not
being able to physically hang out with his friends. Katrina had the opportunity to move back on
campus during spring 2021. Despite being on campus, she had to live by herself in a suite
because of social distancing restrictions. As a result, she experienced panic attacks because of the
isolation. Caroline expressed the difficulty in maintaining friendships during remote learning.
Friendship connections made her first-year on campus just tapered off.
A few participants expressed positive experiences in their social life during campus
closures. Franco had a difficult adjustment moving back home to live with his parents, so he
described his friends as being a ‘safe spot.’ He would connect with them while playing video
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games and online chats. The time with his friends online was an opportunity to talk about other
things besides school and for him to just be himself. He noticed the time spent with them online
would go by so quickly. Lisa described that most of her friendships were made during remote
learning because she did not prioritize friendships when on campus. During campus closures, she
connected with friends by playing online games and responding to friends’ social media posts.
The Physical Impact
Campus closures altered the physical boundaries between academic and personal space.
A common finding among the participants was not having clear physical boundaries between
their academic and personal lives. According to Lisa, “There were just no individual spaces for
the individual things that I did. I just had to mash it all together.” In less than two weeks, six of
the participants left campus to return home. Their academic, work and personal lives became
blurred together because of shelter in place. When Franco first moved home, the relationship
with his parents was strained. He needed to stay up later into the night to study and complete
assignments. However, the late nights were disrupting his parents’ sleep schedule since they had
to wake up early for work. There was an expectation for him to go to bed by 9:30 pm, but he
needed more time. There was an adjustment period for his parents in understanding the
expectations of being a college student and the workload. By mid-semester fall 2020, his parents
recognized that he needed more time to study at night.
The blurred boundaries between school and home life were stressful for Kevin. Prior to
moving back home, Kevin had a job that he was excited about, which also created a specific
structure and routine, in fact, “That was really like my drive and my motivation for that partial
spring semester.” This all changed. During the interview he explained:
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And then, you know, with everything being so sudden coming back home was weird
because zoom class, it was just like you would come five minutes before you just stay in
bed and, you know, I can just get up and leave my room whenever I wanted.
In addition to the change in his routine, his family responsibilities increased. Kevin could not
focus on his studies and classes because he had to help take care of his grandma. His grandma
was diagnosed with Parkinson's, and has dementia, which is getting progressively worse. She
would unexpectedly walk into his room or his mom would call him for help, so he had difficulty
staying focused during his Zoom classes. His academic and personal life were occurring in the
same physical space. Kevin did not have an option to separate the two types of responsibilities in
his life. Being away from campus and living at home added the additional responsibility that he
did not have while living on campus.
Two of the participants emphasized not having their own room. Lisa shared a bedroom
with her mom. Her workspace was confined to a small desk against one wall. Veronica
experienced a challenging living arrangement. At the time of moving back home, she had to
share a one-bedroom apartment with her mother, her brother, her sister with two young kids and
her sister’s partner. She would have to rearrange her study area every time there was class.
Veronica described the process of moving a desk propped up against a wall because the space
was so cramped, hanging up a black curtain because the walls were not pristine, and finding a
lamp to ensure there was good lighting for her Zoom classes. She created this set up for every
Zoom class because she wanted her learning environment to look presentable. Veronica states, “I
didn't like knowing there was an invasion of privacy—someone would see my home because I
wasn't really proud of my house during that time. I just felt like that was invasive, but it was like
school, so I just did my best to make it look presentable while I was in class.”
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Five out of the seven participants emphasized that they did not have a healthy schedule or
routine. They were struggling to find a healthy routine with eating, sleeping and getting exercise.
When living on campus, they had a schedule and separate location for those daily activities, but
no longer available because everything was done in the same environment. Katrina explained
that Zoom class would start and she would just sit up in her bed. Being in her room was
distracting and difficult to concentrate. In addition to irregular schedules, participants noticed
physical ailments from staring at the screen for long periods of time. Kevin and Maya described
how their eyes hurt and they started having headaches. Maya recalls eating at random times and
staying up later than normal.
The Financial Impact
A noteworthy theme from the findings was the financial impact on the participants in
various forms. Although the university provided free Wi-Fi for students during remote learning,
this was only effective for students that lived in Los Angeles County. Lisa and Caroline were
living in Northern California during campus closure and had to purchase their own Wi-Fi to
ensure they had adequate internet connection for remote learning. They had to finance the cost
themselves. Caroline also purchased an iPad because she needed a device to upload documents.
At the beginning of campus closure, Veronica borrowed a laptop from the university. She was
allowed to borrow the laptop for the rest of the semester. The university and the students did not
know they would be going remote for another semester for fall 2020, so her mom helped her
purchase a laptop for school. For her family, this was an unexpected financial cost.
Four of the participants had to juggle work and/or family responsibilities, while having
full-time enrollment status during remote learning. Kevin took a Postmates job, delivering food
to people. Katrina was hired as the first-generation administrative coordinator through the first-
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generation program, which was all done remotely. Caroline also had a few on-campus jobs that
were done remotely for the 2020-2021 school year. Lisa worked three jobs that were all virtual.
She described her experience:
Yeah, I worked three jobs that year because I realized that college was getting more
expensive. My freshman year they gave me a lot of financial aid and scholarships, but as
the grade levels increased, I got less and less financial aid, so it really sucked. I knew that
was going to happen and I stuffed myself with jobs.
Lisa also explained that her Wi-Fi connection was weak because her family could only afford the
cheapest package available. As a result, she would miss content during Zoom classes or the
internet would disconnect in the middle of a work presentation. The financial implications from
Lisa’s experience were not a typical experience for continuing-generation college students.
Working and possibly working multiple jobs while being enrolled as a full-time student can be
an added stressor for first-generation college students. However, Lisa was taking on three jobs
during campus closure, which were all done remotely. In her perspective, she was determined to
finance her education and not give up her dream of attending a university, even if this required
multiple jobs. The amount of stress induced from academics and the responsibilities of three jobs
during the pandemic magnifies how first-generation college students have different experiences
from continuing-generation peers.
The financial impact was also noticeable in the amount of pressure to maintain a certain
grade point average. Attending the university was only possible through a scholarship and during
the interview Franco emphasized:
I'm on a scholarship, that's really the one reason why I'm able to attend if I didn't have
that scholarship, I don't think I'd be going. My first-year, first semester was not the
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hottest. It started really poorly. I failed one of my chemistry classes, which was a five
credit. I need a 2.75 GPA to keep the scholarship. When I saw that I had 1.19, I was in all
panic mode, and then going to distant learning just didn't help.
When they moved to remote learning by the middle of spring 2020, the transition from in-person
to remote learning was not easy. Franco felt extreme pressure to maintain his scholarship
because he was fearful of losing his scholarship. He realized that all he was talking and thinking
about was school related. The stress of maintaining his scholarship was also the contributing
factor to his panic attacks.
The CARES Act, Higher Education Emergency Relief Fund, was issued on April 20,
2020. Although the participants have had access to the funds, only one participant mentioned this
as a source of financial support or relief during campus closure. The financial impact was not a
question included in the original research questions, and if students were given information
regarding the CARES Act by the university is unclear. However, the experiences shared by
Veronica, Lisa, and Maya brought to light the various financial implications from campus
closures.
Challenges to Adjusting to Sudden Changes, Transitions and Uncertainties
The academic and social integration are an adjustment for first-year and first-generation
college students. From the reflection responses, Franco, Kevin and Lisa were unsure of how long
they would be away from campus. Participants had made guesses ranging from the reminder of
the semester or up to a full year. According to Franco’s response in his reflection, “I do not know
if I’ll even have another full year again.” In those initial moments when he found out he would
have to leave campus immediately, Franco recalls the memory:
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One thing that I do remember that surprised me was the amount of friends I had made,
which made an impact on my life. I am usually super loud. It looks like I have a lot of
friends, but in reality, I have a past that was super lonely and no support whatsoever. That
is why when I began to tear up and get frustrated, I knew I had gain something while
being here.
Franco recognized in that moment, he was suddenly leaving behind the social community
he gained on campus, and he was unsure if these friendships could be maintained during their
time away from campus. He had finally developed meaningful relationships that made him feel
part of the community. The uncertainty of not knowing when he would physically return to
campus was a new insecurity.
In Lisa’s reflection, she described the difficulties of being a first-year college student,
which included feelings of being lonely and perceptions that she was the only person
experiencing loneliness. The tension was also revealed in how she was starting to acclimate to
college life. A part of her reflection explains, “I had barely adjusted to being a freshman in
college and I suddenly had to move back home. I felt robbed of something that I had worked
towards my entire life, especially coming from a first-gen background.” Despite Lisa’s
experience with loneliness, she was committed to trying to adjust to college life because of the
significance of being first in her family. Once she had finally made the adjustment to life at
college, the suddenness of leaving campus required her to adapt again.
Remote learning was a challenge for four of the participants. They had never taken an
online class prior to campus closure. Kevin’s reflection response describes, “The most
challenging thing for me out of the whole process was moving from in-person classes and work
to doing everything on zoom. This was difficult for me because I have never done an online class
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before.” This expectation of adjusting quickly to a new way of learning for all courses was
frustrating. Staying engaged and actively participating during Zoom classes was a struggle. In his
perspective, there was more work from online classes compared to in-person classes. Katrina
also emphasized the difficulty of learning remotely. She explained her perception in the
reflection response:
It was challenging to leave everyone behind, and I had to move back home for the
remainder of the semester. It felt very weird to do school from home and quickly realized
I did not enjoy it. It was more difficult online than in-person. I was mainly really sad that
my first year was cut short, and I didn’t understand why this happened and why it was
happening.
For first-generation college students, the social environment was extremely important to
their personal and academic growth. Katrina did not like remote learning and further explained
during the interview that certain classes needed to be in-person. For example, in her major she
had certain labs that involved hands-on learning. The labs required her to use certain tools and
equipment, but this was nearly impossible for a remote class. For Katrina and Kevin, they knew
they did not have a choice and tried to do their best, but this was met with much frustration.
Kevin emphasized that he would not want to engage in remote learning again. The sudden
changes and unspoken expectation that students would eventually adapt to remote learning was
an assumption that impacted their overall mental health. The participants experienced additional
stressors from the uncertainties of being away from their college campus, the rapid changes to
moving back home, and the expectations of adjusting to remote learning.
Overall Well-Being Impacted by the Intersection of Several Factors
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Participants described the different ways in which campus closures impacted them
mentally, emotionally, socially and physically. In their descriptions, the intersections of aspects
of their well-being impacted each other. For example, the sudden physical changes from moving
off campus back to home impacted the emotional and social wellness of Veronica and Katrina.
All the changes happened so quickly that they did not have the opportunity to process what was
happening. The disconnect from their community of friends at the university impacted their
emotional and social wellness.
Another example of multiple facets impacting the well-being of participants includes the
mental exhaustion from being in front of the computer screen. As a result of being remote for
classes, trying to participate in virtual campus activities and work meetings, participants
described being more physically tired. Caroline describes her feelings of exhaustion:
Most of the time I after class classes, a lot of times I was pretty exhausted.
It wasn't just classes, I had built in my schedule, I had work meetings or stuff like that. It
would be hours and hours of zoom because a lot of times, even with my jobs, we had
events online or stuff like that there's planning stuff online. I think I was exhausted after
the whole day.
The symptoms from mental and physical exhaustion were appearing through new
ailments. Lisa and Maya both developed headaches and their eyes hurting from staring at the
screen. In addition, they were forced to be more sedentary than they were used to. Participants
were expected to sit in front of the screen, so they were not getting enough physical activity.
Maya explained that she felt burnt out. When asked why, she replied, “I'm not sure because I'm
sitting the whole day. So how? Why would I be more tired? But I think it's also just staring at the
screen because I think the screen really hurts your eyes. It can cause headaches.” The headaches
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were not a physical ailment prior to campus closures. These examples reveal how the
participants’ overall mental well-being and the intersection of multiple factors, impact their
overall mental health.
Summarizing the Sudden Closure on Mental Overall-Being
The emerging themes also affirm the current literature positing the impact of COVID-19
on the mental health of college students (Chikrov et al., 2020; Copeland et al.; Wang et al.,
2020). To stress the argument specifically for marginalized populations, quantitative research
from Liu et al. (2020) and Soria et al. (2020) reveal evidence that first-generation students have
experienced exacerbated stressors. Prior to the pandemic first-year college students and first-
generation college students often needed to make adjustments to adapt to the academic and social
integration into college life (Alonso et al., 2018; Gibbons et al., 2019; Lee, et al., 2020; Tinto,
2017). The sudden changes and uncertainties from campus closures elicited new challenges and
insecurities that required participants to adapt and adjust quickly. These rapid transitions and
unexpected changes added an additional level of stress to the participants. In conjunction with
the literature from quantitative studies, the lived experiences described from all seven
participants in the study, provide compelling evidence that the sudden campus closures have
impacted the overall mental well-being of first-generation college students in various forms and
degrees from spring 2020 through spring 2021. The long-term effects of the campus closures
have yet to be fully determined and if multiple factors exacerbated the impact of their overall
mental well-being has yet to be explored.
Findings for Research Question 2: How Do First-Generation College Students Feel
About the University’s Response to COVID-19?
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On March 17, 2020, the president of the university sent out an email stating that all
students needed to vacate all residence housing and university-owned apartments as soon as
possible, but no later than March 22, 2020. The week prior to this email, students had just
returned from their spring break. Six out of the seven participants believed that the university
handled shelter in place to the best of their ability. In Katrina’s opinion, “The university did the
best they could.” They did not want the students to leave campus and tried to keep them on
campus as long as possible, but the university needed to adhere to the travel restrictions that were
being enforced by the state. Participants noted the concern was for the international student
trying to get back home. Veronica explained that to this day, she could not decipher between
right or wrong. In her perspective, she did not have time to process the decisions of the
university because everything happened so quickly. An overarching feeling was that leaving off
campus was very rushed, and they wish they had more time. In Kevin’s perspective, the process
of leaving off campus was chaotic, and students were “left in the dark.”
Communication From the University
A major finding among the participants was how the communication from the university
could have been clearer and more consistent. Two days prior to the March 17th email, students
were told they could stay on campus. Participants perceived the two emails as confusing because
the university went back and forth. Initially, Lisa experienced frustration in the communication.
She explained, “So it was just frustrating. I just remember being so frustrated with the university.
They can just make up their mind, and tell us we're going home because we all know we're going
to go.” A few weeks after, she realized that the university was trying to keep the students on
campus as long as possible, so she appreciated them trying to extend that stay. However, those
initial emails were frustrating.
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Once participants were back home and had started remote learning, Maya would have
wanted more updates from the university as a whole. Kevin perceived the communication from
the university as biased and catered toward certain political views. In his perspective, the emails
did not make sense and were difficult to understand, especially regarding COVID restrictions
and quarantine protocols. He desired more transparency from the university. During the
interview he expressed:
I wish that they had been more open, communicating with us more.
Because like I said, there would be days where we didn't know what was going on.
We tried to figure things out, or they would shoot out an email.
What does this mean? What's happening, or, you know, how does this affect?
Kevin’s experiences with the communication from the university was an area that evoked
frustration and a lack of complete trust. The fluid situation with COVID was already difficult,
so having clear and transparent communication from the university was extremely important to
Kevin. The initial emails really set the precedence of his lack of trust in the university
communication for the duration of being away from campus.
For Lisa and Maya, their experiences with the lack of communication also stemmed from
the anti-Asian hate towards Asian Americans. Prior to campus closure, Maya recounted feelings
of xenophobia prevalent on campus. For these two participants, being Asian American during
COVID-19 was more challenging because of their race and the false narrative being spread about
the virus. Maya elaborated, “I needed other people to understand, like what virus actually is and
how it could affect anybody. Also, I don't know what I can do about the other kids thinking this
way, there is just nothing I really could do.” The facts and details surrounding the virus were all
new, but they felt xenophobia and the anti-Asian hate crimes and microaggressions could have
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been better addressed. From Maya’s recollection, the university did send a general email
addressing racist acts targeted against black students on campus, but not specifically addressing
the anti-Asians hate crimes and xenophobia.
Regarding sources of communication, three participants mentioned a student led social
media account. In their perspective, more students would get their sources of information from
this account regarding the latest updates from the university. Kevin explains, “This is our number
one information place to vent. It's our place to find out things." These participants would refer to
this social media account for information more than they depended on communication from the
university. The owner of the account is unknown, but students continue to use this as a source of
current information.
Support Through Faculty
The participants most felt supported by the university through the efforts of the
professors. Six out of the seven participants remarked how they felt supported by their
professors. At the beginning of remote learning, professors were extremely patient and
understanding. They understood that remote learning was new for many students and not every
student had reliable Wi-Fi. In support of their social emotional learning, professors made
themselves available to talk, opened up time during class for students to share how they are
doing, to ask questions about COVID-19, prayed for students and acknowledged their feelings.
In support of their academics, professors were flexible in assignments, made exams open book,
provided more study sessions, and made themselves more available to students.
University Resources
One participant was knowledgeable regarding the available resources provided by the
university. Caroline stated, “They offered free Wi-Fi for students in Los Angeles County, free
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gift cards for meals, and there was a food pantry available for students.” Caroline added that the
university did refund half the housing money to students living on campus during spring 2020.
The university implemented a pass or no pass for spring 2020. This alleviated the academic
stress for participants as they were trying to transition to remote learning. The pass or no pass for
grades applied to all classes in the spring 2020 semester. Although the grading policy was
helpful during that semester, Caroline felt more pressure when the university reinstated the
normal grading policy during fall 2020. She states, “The university did the pass or fail option
when we first went remote, but we still saw a lot of other colleges still offering that when I was a
sophomore, so fall 2020 was sort of shocking to see that it wasn't being offered. Some students
were still struggling remotely. It would have been nice to have it offered for another semester.”
Throughout the spring 2020 semester, the university offered wellness days. The idea of
wellness days was to cancel classes for the day and encourage students and faculty to focus on
their mental health. In Kevin’s perspective, they were a good idea conceptually, but were not
effectively implemented. These wellness days were spread out throughout the spring semester,
but even with the implementation of wellness days, he would still utilize those days to complete
schoolwork. The wellness days did not change the workload or due dates.
Support and Care Were Needed in a Different Context Than What Was Provided
Veronica expressed that the university did not know how to support and care for all
students. She elaborated on the needs of students of color. During the interview, she expounds on
her experience:
I think the university did care about all students during that time. There are people who
are more comfortable than others, so it's like there's not this understanding of how to care
for all of its students because you don't even know what all of them are going through. It
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is like you're ill-equipped to really comfort all of them because you don't know them, and
their living situations or their circumstances. I know they care. I just don't think they
know how to care for everybody. Specifically, if you've been in groups like a lot of
Hispanics are known to be all cramped up in one house and even black families as well.
So, like my support system were people of color during that time.
In the interview, she emphasized several times that she wanted to find counseling and therapy
through the university because they offer the services at discounted student rates. She knew that
paying for those services outside of the university was not feasible. During remote learning she
emailed the counseling department two times, but she never received a response. At that point,
she stopped trying. The university had provided other various resources, yet this was a specific
need that was not clearly met for Lisa.
Summarizing the Response of the University
The findings regarding the perceptions of the university are similar to the limited research
available in regard to communicating access to specific resources during campus closure. Out of
seven participants, one participant, Caroline, was able to clearly articulate the resources available
during campus closure. However, more research is needed to understand if this knowledge of
resources was obtained through the university website, staff, faculty or her connection to the
campus through work and clubs. The other six participants did not specifically name the
university as a resource to get information. In research conducted by Siedel et al. (2020), about
51% of school websites contained information regarding remote counseling of any type.
Veronica noted that she desired mental health services during remote learning, but she was not
able to get access despite reaching out to the counseling department directly. An examination of
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the university website during spring 2020 through spring 2021 would be a supplemental resource
to include to address the unanswered question.
Findings for Research Question 3: In What Ways Are First-Generation College Students
Feeling Connected to the University?
In this study, connection is used to describe a sense of belonging. Before campus closure,
five out of the seven participants had a sense of belonging to the university. Kevin had just
started a job he had wanted. Veronica and Katrina were both invested and deeply involved with
the first-generation program. They had developed friendships and were enjoying a college
experience. Through the findings, a few major themes emerged in regard to perceptions of
connection.
Connection and Location
Feelings of connection are closely linked to being physically in the same location. Franco
states, “Connection is when you are not alone.” Four out of the seven participants defined
connection as being physically in the same environment to have human connection. The on-
campus clubs and residence halls offered virtual activities to try to keep students connected.
Some participants attended what they called ‘huddles,’ but eventually they stopped attending. At
the initial stages of campus closure, participants tried to stay connected to their friends from the
university through facetime, texts, phone calls or Zooms. Eventually, this became difficult with
conflicting schedules and making the effort. The relationships were hard to maintain once they
were off campus. Virtual activities could not replace the human connection participants feel
while being physically together. Kevin explained:
Connecting is being able to hang out with friends. Go to different places on campus -
cafeteria, grab coffee, or hang out at his apartment. Talking and hanging out with
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professors. Attend clubs in person. Not being on Zoom. Virtual activities were not
effective. No one attended.
Katrina also defined connection as being physically in the same environment, and once she
moved off campus, she did not feel connected to the university. Her perspective of needing
human connection was also solidified when she moved back on campus during Spring 2021.
Katrina had the opportunity to be on campus for one of her classes that needed to meet in-person.
Although she was physically back on campus, she felt isolated and alone for the first time in her
life.
Veronica identified a change in her sense of belonging to the university. She states, “No,
I did not feel it at all. It was almost as if I lost my identity as a student of the university. I just felt
like a student.” From her perception, everyone was living their own life and doing their own
thing. Not being in the same physical location became a common theme as to lack of connection
for Veronica, Kevin, and Katrina.
Connection and Involvement
Participants felt a level of connection to the university depending on their involvement.
During the interview, Lisa defined connection by stating, “Knowing that the school cares about
you. Not being afraid to reach out to somebody. Mostly just the school is really caring, like
seeing me as a person, not just as tuition money." Feelings of connection were different for the
participants that had a campus job and were involved with a campus club or activity. These jobs
were considered campus jobs even though they were still being done remotely. Lisa’s
perceptions of connection to the university were related to their jobs. Before leaving campus in
March 2020, she received the role of Pure Wellness Ambassador. This position would start her
second year of college. During her training and meetings, she was able to feel cared for by the
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administration, faculty and staff. Her director would check in on her wellness often. Prior to
getting the pure wellness ambassador position, Lisa was considering transferring to a different
university. She had been accepted into an out of state, prestigious university, and her parents
were encouraging her to transfer. During the interview she also explained, “I really think getting
the job. Having students ask me questions, realizing that I can answer them and that I am
passionate about helping students. I think that really validated me, and I am actually helpful.”
Lisa realized the position brought her validation and value. The ability and opportunity to
support other students provided a level of connection to the university.
For first-generation college students, their social integration has great significance as part
of the college experience. They have a strong desire to become part of the campus life and also
contribute to the university community. Lisa found this connection and experience when she got
her new position through the university. The pure wellness position represented connection,
validation of worth, and ultimately prevented Lisa from transferring to a different university.
Feelings of connection were stronger through involvement with a campus club and
student government. She got to be a huddle group leader and part of the student government on
campus. Caroline explained that she felt most connected to the university through her job and
involvement with a campus club. With her role as a huddle group leader, she was asked to plan
virtual activities for students to participate in during campus closure. She described her role:
I had to plan some for one of my jobs. I had to be a huddle group leader. We met once a
month or so. We showed up—just a space for people to talk, play games and just get to
know each other.
Being part of the student government offered her insight into decisions being made at the
university level. In fall 2020, Caroline, along with other student government leaders had the
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opportunity to sit in on a meeting with the president of the university to express their concerns.
During this meeting, she was able to voice her concerns regarding the lack of communication
and wanting updated and timely information from the university on a regular basis. In her
perspective, these concerns were addressed because communication was much better by the
following semester. Being in student government also allowed her the opportunity to move back
into residence housing by spring 2021.
Feelings of Connection Fluctuate
Franco’s feelings of connection were dependent upon the interactions within his Zoom
classes. He noticed his feelings would change. During the interview he explained the feelings of
connection:
Just not being around my friends made it difficult, but still being able to see everybody in
the classes still made it feel like I was connected in some way, especially when
everybody participated, and it was a really good class.
The weekly Zoom classes enabled Franco to feel engaged and connected with his classmates. He
particularly enjoyed the classes when students were talking over each other because in essence,
there was a feeling that his classmates were not in individual rooms, but in a physical class
setting. The loudness and talking created an energy that imitated the environment of the
classroom. Those types of moments during Zoom class created a connection for Franco.
Three participants experienced a sense of connection with the university prior to campus
closure. Kevin was at a great place in his life before campus closure. He had just been hired as
part of campus safety, a job he had been waiting for, and he had established solid friendships, but
this was all disrupted suddenly. Kevin explains, “When I was online, I just did not feel like I was
part of the campus any more or part of that university experience.” He also described how
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returning to campus fall 2021 was difficult because he had to start all over again in making those
connections with people and even where places were located around campus. Prior to campus
closure, Veronica described herself as a “social bird.” Before going to remote learning, she
specifically stated five people she had made connections with, and desired to get to know them
better. Reflecting back, she was saddened by a lack of connection with them now. Katrina was
also quite involved with the first-generation program and campus life before campus closure. She
really enjoyed talking with classmates and meeting professors for office hours in-person. These
were ways she felt connected, but these feelings of connection changed when she moved away
from campus. In her perspective, feeling connected became challenging and she no longer felt
like a college student.
Summarizing Levels of Connection
All participants from the study agreed that feeling connected was important. Their
perceptions of connection varied and changed throughout the course of the remote learning. The
findings from the study were alignment with research regarding connection and sense of
belonging. In several studies (Gillen-O’Neel, 2021; Park et al., 2012; Shernoff et al., 2015), a
sense of belonging is a variable that fluctuates depending on time and context. Kevin, Veronica,
and Katrina had experienced a sense of connection and belonging prior to campus closures, but
their feelings changed after moving back home. They felt strongly disconnected during remote
learning. In contrast, Lisa and Caroline were able to experience connection, which was closely
linked to their involvement with a campus job or club. The levels of connection need to be
further explored to understand if their feelings have changed since moving back to campus.
Findings for Research Question 4: What Wellness Practices Have First-Generation College
Students Implement to Sustain Their Well-Being?
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Participants described their perceptions of overall mental wellness in relation to their
practices of self-care. In defining overall mental wellness, an association was made between
wellness and physical rest. According to Katrina, “Taking time for yourself to rest,” was how she
defined self-care. Caroline and Maya also expressed the need to not be on the go and setting time
aside for yourself that does not demand your energy. In explaining what time to oneself means,
Maya elaborated by stating, “Time for oneself should not require pleasing others, and not doing
work all day.” Rest was a struggle because of how much Zoom and being on the screen became a
part of their everyday life. Large parts of their life were now through Zoom or on the screen. The
concept of rest took on a whole new meaning. Caroline noted the importance of “Understanding
when you are overspent. Taking breaks. Being on Zoom, it's easy to be burnt out because it's
easier to commit to things. You don't have to physically go into a meeting." Having rest became
vital for Katrina because she recognized her overall mental wellness was dependent upon it.
Without prioritizing sleep, Katrina would become more anxious.
Having healthy coping mechanisms to handle struggles framed the definition of mental
wellness for Lisa, Kevin and Veronica. During campus closure, Lisa was using work as a
negative coping mechanism to take away the sadness. She overloaded herself with jobs. Kevin
realized that overall mental means having the ability to reflect and respond in a healthy way to
different circumstances. Also, having the ability to express feelings in the moment, and being
able to let them go are his coping strategies. Veronica described mental wellness as being
mentally at ease when certain things happen and expressing them quicker. The ability to express
herself through writing without overthinking her feelings or thoughts is when she feels mentally
healthy.
Self-Care as a Process
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When participants first moved away from campus, self-care was not something that they
were considering. In Maya’s perspective, “I didn't have a good balance of going outside and
everything, at that time. Because everything was online, it felt like it was a lot like all at once.”
Four participants shared a shift or change in their mental health that caused them to reprioritize
their wellness and implement better self-care practices. Franco recalls the university sending out
forms regarding his wellness, but he was too busy to intentionally focus on his wellness. Franco
explained, “They cared about my wellness, I just did not care about it (wellness), and that was
really bad.” In spring 2021, he made the shift to prioritize his wellness. Franco recognized in the
fall of 2020 that he was struggling to get the “hang of” distance learning. During the winter break
of 2020, he took a week off to evaluate how to stay on top of his schoolwork. In addition, the
break provided the necessary space to not think about academics or grades.
Self-care practices were not in place at the very beginning. Katrina became a mental
wellness advocate after experiencing anxiety attacks in spring 2021. The combination of
isolation and being exhausted would trigger those anxiety attacks. Maya attended a mental
wellness webinar. During this webinar, she realized she needed to make her mental wellness a
priority. Caroline did not realize the signs of feeling burnt out until moving to remote learning. In
the interview, she elaborated on her thoughts:
I realized I was burnt out my freshman year. I didn't even know the signs, but I was like,
‘Oh, this is normal, like all my friends are experiencing this.’ But I learned that no, it is
not the way, but there is a way to mitigate it, make it less bad. Making it where you're
taking care of your body and your well-being.
Through campus closure, Kevin was able to recognize how to practice being more self-aware of
his emotions. He further explained, “Definitely, I need to take into consideration just being able
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to step back and know my limits. Even though I'm doing all these things, there's only so much
that I can do at a time.” After struggling with remote learning and the increased responsibilities
at home, he realized that he is human. Experiencing added stressors brought to light that self-care
was important to his overall mental health.
Practices of Self-Care Were Activities That Were Not Related to Academics
Franco, Lisa, Kevin, and Maya all played video games as a break from school. They
liked playing video games because they were not mentally thinking about school and they were
able to play online games with their friends. Franco described his gaming time with friends as his
“safe spot.” Katrina, Kevin, Franco and Maya described their need to go outside. Katrina enjoyed
going outside because the environment was different from sitting in her room. Franco would take
his dog for a walk. Kevin enjoyed his Post Mates job because this allowed him to drive around
and see different neighborhoods. Maya would go on errands to the grocery store with her mom.
Using her hands was important to Veronica. Her practices of self-care involve recreating and
repurposing clothes. Veronica explained how the process made her feel:
Being productive makes me feel good. I feel I have accomplished something by sewing
and making things with my hands. I like being busy. The scissors and needle became a
symbol of something she could control.
She took out clothing from her closet and turned them into something new through
cutting and sewing. When she would facetime her friends, she looked forward to showing them
what she had created. Creating a new piece of clothing and using her hands gave her purpose.
Self-Care Included Engaging in Spiritual Activities
Veronica, Katrina, Caroline, and Kevin shared how reading the Bible, praying, and/or
journaling became part of their routine. Veronica felt healthiest when she was spiritually in tune
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with God by reading the Bible and praying. During her time living at home, reading the Bible
regularly was a way to restore herself spiritually. She described, “I would do my own Bible
studies, which felt great. There was a time where I read my Bible a lot as I was going through a
lot of hard things.” She discovered freedom through expression of writing and not having to
organize her thoughts. Journaling was an activity she started her senior year of high school, but
the practice was not consistent. During shelter in place, she journaled almost every day.
Katrina remembers that she started to journal on March 23, 2020, to record her thoughts,
feelings, and experiences after moving back home. Her journal has allowed her to reflect back on
how she was feeling on a particular day compared to the present day. The act of journaling
allowed her to take everything out of her head, so she would not feel overwhelmed. Along with
journaling, she would read her Bible and pray. Katrina recognized in her own life her connection
with God through the Bible and prayer because, “The Lord is the only thing stable when
everything else is out of control.” Caroline was encouraged by a friend to read a devotional every
morning. The daily devotions became part of her routine. Kevin shared that he would pray daily.
These self-care activities enable the participants to feel healthy and connected with God.
Self-Care Practices Were Also Physical Activities
Franco, Katrina, Caroline, and Maya all found ways to include physical activities into
their daily or weekly routines. Franco explained that when he made that shift in spring 2021 to
take care of himself. He realized the importance of taking care of himself by proper eating and
exercising. He would wake up early at least three times a week to go walking or hiking. Maya
picked up biking with her brother. She described, “Biking makes me feel good because it is safe
and gives me freedom. I was scared of COVID and knew I couldn't hang out with her friends. It
was exercise and I could bike to the beach.”
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Katrina would go for runs to destress about four times a week. Being outside made her feel calm.
Caroline shared that she had been dancing her whole life as a hobby. She explained her routine:
Typically, I would always try to dance like every weekend at least one or for a few hours.
If it was a test weekend then probably not as much, but I tried to do it (dance) a lot over
the weekend, just so I have time to de-stress.
When she moved back home, she created time during the weekend to dance for at least a few
hours. This time to dance provided Katrina the space away from thinking about school or work.
This was her own time to focus on the part about herself that brought joy.
The most prominent self-care practice involved making connections with other people.
Franco, Lisa, Kevin, Veronica, Katrina, Caroline, and Maya stated that contacting someone was
a self-care practice. They tried to reach out to a friend(s) during remote learning through
facetime, social media, texting, phone calls or video games online. Franco, Lisa, and Maya could
have played video games independently, yet the connection came with playing with their friends
online. The frequency of these forms of connection were different for each participant. For
example, Katrina said she would talk to her good friends at least twice a week and her boyfriend
once a day. Franco, Lisa, and Maya could have played video games independently, yet the
connection came with playing with their friends online. The methods and duration of how
participants chose to connect differed, but all the forms of connection involved people.
Summarizing Practices of Self-Care
Limited research, if any, is available regarding self-care practices of first-generation
college students. The participants from the study explored and had to become self-agents in
sustaining their overall mental well-being. On their own terms and experiences, they recognized
when parts of themselves were not in a healthy state. Prior to campus closure, a few of the
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participants did have practices of self-care, but with the sudden environmental changes and
disruption to their first-year in college, they had to rediscover how to practice self-care as a
college student living through a pandemic. Initially when campus closed, they were not focused
on mental health, but rather trying to process and adjust to all the abrupt changes. As a result,
practices of self-care as a process. Throughout the process of remote learning, all seven
participants become more aware of prioritizing their overall mental health. Additional research is
needed to determine if their practices of self-care continued after returning back to campus.
Noteworthy Emerging Themes
Several noteworthy themes emerged through the reflective responses and the interviews
that could be further explored. These themes were significant in providing more context to the
study and aids in the reframing of deficit assumptions regarding experiences of first-generation
college students. The findings include the various forms of support participants did receive while
being away from campus, the benefits from campus closure, and the innate characteristics of first
first-generation college students and their ability to persist through the challenges and unforeseen
circumstances.
Support in Various Forms
The support of other individual(s) was a strong finding among four of the participants
through their reflection responses and the interviews. During the onset and throughout Franco’s
panic attacks, his mother provided support and emotional care to work through them. She
reassured him that he would not fail and reminded him that he would be fine. Lisa got support
through therapy. Getting therapy was something she had always wanted, but the cost was too
expensive. Through the university, the students receive a discounted rate and she had a job, so
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she could afford therapy for herself. Kevin shared that he was able to spend a lot of time with his
younger brother. He states:
My brother was already enrolled in homeschool prior to the pandemic, so he had
experience. My mom saw that I was not doing okay and was there for me emotionally to
support me. I am very thankful for them that they were there to help me and support me
and reassured me that everything would be okay.
Throughout his time living at home, he would talk to his brother and take him along for his Post
Mates delivery jobs. Caroline had the support of her parents. Her dad helped her move off
campus back to Northern California. She moved back to Northern California to live with her
mother. Maya had the support of her family. She described a really strong relationship with her
family, so she enjoyed being home with them.
First-Generation Program
A noticeable finding was the level of support perceived by participants in the first-
generation program. All seven participants, who are part of the first-generation program on
campus, had direct contact from the directors. The first-generation program directors would
consistently call, text and email to check in on the participants in the program. Five out of the
seven participants stated they received some type of support through the first-generation program
on campus. For Veronica, the support from the program was significant, especially with the
difficult living environment. She expressed how the leader of the first-generation program
checked in on her wellness:
Xavier does a really good job at being intentional. I guess because he knew, at least in
my cohort, we had more students of color, so he knew the groove of my cohort. He would
always be intentional about contacting us, and how we are doing in our individual living
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situations. Asking us if we needed anything. He was very helpful.
On a regular basis, she would talk to Xavier, her mentor, to process the challenging
circumstances at home. Katrina also expressed that she is so grateful for the support from the
first-generation directors. She explains, “Xavier and Aurora were my biggest support. I don't
know what I would have done without them.” Having the social and emotional support of the
directors allowed her to persevere through her struggles and challenges.
The first-generation program was also a source in providing social and navigational
capital. Lisa believes that her lifelong friends are through the first-generation program. First-
generation students have the opportunity to participate in a summer bridge program leading into
their first-year at the university. They are given support through resources, mentorship and
mentoring opportunities, seminars, academic advising, and networking opportunities with the
directors, staff and faculty. Caroline utilized several of the resources that the first-generation
program had offered and recommended through the summer bridge program. The first-
generation program offered and provided a variety of support to the participants.
Summarizing Findings of Support
Assumptions from earlier research have been made that first-generation college students
lack familial support (Engle & Tinto, 2008; Pascarella et al., 2004). The findings from this study
will argue that several of the participants have had the support of their families through the
whole process. Six out of the seven participants named a family member as a source of support
throughout their process in navigating through the various impacts from campus closure. In
affirming the need for continual institutional support posed by Tinto (1993), the implementation
of the first-generation program at the university adds evidence of positive outcomes for student
support. Lisa, Veronica, Katrina and Maya referenced the various ways in which the directors
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and the first-generation program have supported them and continues to support their persistence
through their college experience.
The Benefits From Campus Closure
The participants expressed several positives that surfaced from remote learning. Lisa had
a negative experience in her first year at college and perceptions of the school. She explains that
leaving campus allowed her to view the university staff, faculty and administration in a different
perspective. When Lisa was offered the pure wellness ambassador position, the staff and
coordinator was intentional in supporting her. As a result, these new experiences and feelings
prevented her from transferring to a different university. Remote learning offered Franco the
opportunity to build a stronger connection with his father. His father being in agriculture has
different work hours every week. Franco shared:
I really got to sit down with him and just, ‘Oh hey, how are you doing?
How's this? How's that?’ That was really nice to finally build that connection with my
dad. Like, not just seeing them on the weekends, but just seeing them every day.
During winter break of fall 2020, his dad asked him to build a new shed in the backyard. Giving
his mind a mental break from school and spending time with his dad was exactly what Franco
needed. Having the opportunity to see his dad and talking daily was a positive outcome from
remote learning.
Lisa and Franco also expressed positive experiences in their social life during campus
closures. Franco had a difficult adjustment moving back home to live with his parents, so he
described his friends as being a ‘safe spot.’ He would connect with them while playing video
games and online chats. The time with his friends online was an opportunity to talk about other
things besides school and for him to just be himself. He noticed the time spent with his friends
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online would pass the time quickly. Lisa described that most of her friendships were made during
remote learning because she did not prioritize friendships her first-year on campus. During
campus closures, she connected with friends by playing online games and responding to friends’
social media posts.
Prior to campus closures, she noticed feelings of xenophobia on campus. Maya was
relieved to go back home. Since COVID-19 was so new to everyone, she and some of her
classmates had experienced racism and microaggressions. Maya explains, “It was hard because it
felt like I didn't belong there on campus. I never felt this way before, and now all of a sudden, the
attention is on me in a very negative way just for being Asian." Maya knew being home would
be a better place for her. With all the negative attention she received from the xenophobia, she
needed an environment where she could be safe and affirmed in her social and racial identity.
Summarizing Benefits of Campus Closures
Moving back home and remote learning were beneficial in ways that were needed.
Franco, Lisa, and Maya’s experiences were unexpected benefits that surfaced during their year
and half back home. Franco was able to build a stronger connection with his father because they
got to see each other every day during remote learning. Lisa was able to develop friendships
during remote learning because she reprioritized. Maya needed to have the support and assurance
from her family with the perceptions of xenophobia on campus prior to campus closures. More
data is still needed to understand if the benefits from remote learning had a direct impact on their
persistence through college.
First-Generation College Students Persist
Despite the impact from campus closures, all seven participants persisted through remote
learning and returned to campus fall 2021. Their experiences, feelings and perceptions highlight
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the delicate balance of being human, yet their strength, resourcefulness and resilience take root in
the midst of unforeseen circumstances and challenges. In their reflection responses and during
the interviews, participants never mentioned leaving college altogether. Franco, Kevin and
Katrina experienced panic attacks for the first time in their lives. Lisa and Maya both expressed
frustration over not feeling a sense of belonging on campus due to the increase sense of
xenophobia. Veronica had an extremely challenging home life. She did not have a specific
learning space since she was sharing a one-bedroom apartment with six other family members.
She describes her persistence when explaining:
I am a lot stronger than I think I am. Even just academically with the many things that
were happening at the time, I can't believe I did my homework. I am just really proud of
myself. I didn't really understand my ability.
Caroline had an intense academic load as a biological sciences (pre-med) major, while
juggling her involvement with the air force and working. These first-generation students sought
resources, created self-care practices to preserve their wellness and continued on the path toward
the academic goals.
Participants Are Resourceful
Participants learned more about their navigational capital. Katrina was able to describe
her navigational capital when stating, “It was just really helpful to learn more about myself.
Grow as a person. Figure out things about myself.” Campus closure extracted her ability to
figure out how to work through the challenges and determine her next steps. In addition, Franco
found out about all the different study exam sessions for his classes. They were optional, but he
chose to attend as many as possible. He recognized the benefits of repetition, so listening to his
professors, teacher’s aides or classmates answer the same questions multiple times helped him
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gain a better understanding of the content. Franco took the initiative to ask the professors to
answer his questions, and sometimes multiple times if necessary. Caroline also took every
opportunity to find out about the different study sessions for her major. She also discovered free
tutoring sessions offered through the student learning center. In addition to being resourceful,
Caroline explained what she learned about herself:
I think I learned. How to be more independent, in a way, because I felt like since I was by
myself most of the time. There were a lot of decisions I had to make for myself that made
me feel more independent and like a lot of times, it was more of doing stuff on my own.
Although she had the support of her parents, there were decisions that she had to make on a daily
basis regarding her schedule and even how to take care of her mental wellness that she could
only make for herself.
Part of Lisa’s mental wellness journey consisted of finding therapy for herself. Getting
therapy was something she had always desired prior to college and sought the opportunity during
remote learning. She also explained that she developed the ability to research things out herself,
especially during the campus closure. Lisa mentioned:
That's my problem actually. I rarely asked for help, if ever I don't. I'm just really afraid of
burdening people, and I was always the friend that everyone went to ask about these
university policies, because I was in that job, so I just l researched it online myself.
For Maya, she often utilized Google search engine instead of emailing departments at the
university. From her experience, she would email a person from a specific department and then
would not receive a response. She found that the Google search engine was much more
accessible to get answers quickly. Figuring out alternative ways to get her questions answered
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was empowering and she did not have to feel limited by who or how long the response time
would require.
Participants Are Resilient
Participants recognized their aspirational capital. Lisa recognized her personal value and
ability to contribute to her community. Aspirational capital was captured in her statement, “I
learned that I am a worthy human being, I learned that I am capable of things in life, and like I
am a valuable member of this world.” The seven participants from this study did not allow
sudden changes, disruptions and challenges deter them from their persistence through college.
Despite the various impacts described throughout the interviews, each participant continued to
persevere and were committed to accomplishing their academic goals. Caroline, Maya, Kevin,
and Veronica are on track to graduate in spring of 2023. Originally, Franco and Lisa anticipated
graduating in spring 2023, but are on track to graduate one semester early for fall of 2022.
Katrina achieved her goal by graduating in December of 2021.
Summary of the Lived-Experiences of Seven Participants
During campus closures, the reflective responses and interviews captured how the
pandemic impacted various aspects of the participants overall mental health. Franco concludes
with, “I am human. I am not invincible.” The perceptions, experiences and feelings described in
the interviews provide a glimpse into the lived experiences of first-generation college students at
a 4-year, private university. The seven participants were willing to share their personal
experiences and perceptions to help capture the moments, days and months throughout the year
and a half of remote learning. The first-generation participants are valuable, strong, resourceful
and resilient collegians at a 4-year, private institution, but the inequities and stressors caused by
sudden campus closure magnifies specific areas of concern that warrants the attention of higher
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education institutions. With limited qualitative research on the impact of COVID-19 on the first-
generation population, the findings of this study can serve as a starting place to humanize data by
engaging in more qualitative research, and on a greater scale. Chapter Five will address future
recommendations from this study.
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Chapter Five: Recommendations
March 11, 2022, marked the 2-year anniversary of when the World Health Organization
declared COVID-19 a global pandemic. Currently, events caused and surrounded by COVID-19
continue to unfold. Within the last year, the Delta and the Omicron, variants of COVID-19 have
impacted higher education institutions to various degrees. Due to the rapid spread of the
Omicron variant, several postsecondary institutions were forced to pivot back to remote learning
for at least the first few weeks of the Spring 2022 semester. Although, most campuses have
returned to in-person or have shifted to hybrid, the impact on college students, and specifically,
understanding how the overall mental well-being of first-generation college students have been
affected by the suddenness and disruption to their college experience and persistence through
college remains a pertinent problem to address.
Background of the Problem
The research surrounding COVID-19 is all recent and still being understood as the events
surrounding the virus are fluid. Prior to the WHO declaring a global pandemic in 2019, colleges
and universities in China had already closed campuses. The international research from China
was one of the first to explore the impact on the impact of college students because they had
experienced the outbreak of cases before the United States. International research revealed that
the mental health of college students in China were impacted (Kecojevic et al., 2020; Li et al.,
2020; Son, 2020).
In response to the spread of the outbreak, more than 1,200 colleges and universities
physically closed their campuses to students (Smalley, 2020). In-person instruction was
transitioned to virtual instruction, and all in-person extracurricular on campus activities were
suspended. Initially, no one had a clear time frame of how long campuses would remain
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physically closed. Perhaps, there was an assumption the duration would last for possibly a few
weeks or months. Instead, many college campuses remained closed and instruction resumed
virtually for the 2021–2022 academic school year. In a very short amount of time, college
students living in on-campus housing scrambled to make travel arrangements to get home.
During the process of students being forced to move back home and transition to remote
learning, many assumptions were made. For some students, the move back home and transition
was an inconvenience, yet they had the support necessary and adjusted quickly. However, for
some historically marginalized student populations, their experiences with the sudden
environment change and expectation to adjust to remote learning was stressful and challenging
(Liu et al., 2020; Soria et al., 2020).
Robust literature supports first-generation college students as a vulnerable population,
especially at 4-year public and private institutions (Engle & Tinto, 2008; National College
Education Statistics, 2018). First-generation college students are often underrepresented in public
and private universities because of higher attrition rates compared to continuing-generation
college students. The risk factors that have been identified for attrition include a delayed entry
into postsecondary institutions after high school, enrolled as part-time status, working full-time
while enrolled, being financially independent from parents, having dependent children, being a
single parent and having a general degree (Engle & Tinto, 2008).
To further argue that first-generation college students are at risk of higher attrition rates,
their social, economic, cultural and academic experiences potentially impact their overall mental
health (House, et. al., 2020). Findings from studies show that first-generation college students
endure more stress and mental health concerns because of a lower sense of belonging in their
college communities compared to continuing-generation college students. They are often
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expected to assimilate into predominantly white institutions, while trying to straddle the ethnic
and cultural identities of their family (Havlik, 2020; McCoy, 2014). As a result of trying to
culturally transition into college, they struggle with practices of self-care (Gibbons, et al., 2019).
If these potential challenges were prior to campus closures due to the outbreak of COVID-19,
understanding the impact on their overall mental well-being throughout campus closure is
critical.
For this qualitative study, the theory of persistence (Tinto, 1975) served to frame the
research. In the 1970’s, Tinto was one of the first to create a model that describes the dropout
process of an individual as a longitudinal process and the factors that possibly contribute to their
retention or their withdrawal from college. Although Tinto’s original persistence model failed to
incorporate attitudinal, psychological, and nontraditional factors such as race, ethnicity and
external factors, other researchers added to the premise that retention or withdrawal of an
individual is a process rather than an impulsive decision. To address the gaps in his original
model, his persistence theory evolved over a span of 30 years with more research and
collaboration.
A major tenant of Tinto’s theory is that college can be viewed as both a place of
academics and a community of resources. Specifically for first-generation college students, the
institution is a place where they can gain academic knowledge and develop a social support
system (Tinto, 2017). A sense of belonging is critical for the persistence of first-generation
college students (Strayhorn, 2019). Their experiences are often different from continuing-
generation college students because of differences in culture, language and socioeconomics.
With higher education institutions implementing summer bridge programs that support students
as they transition into the 4-year institutions, the feelings of belongingness and levels of
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engagement are sufficient for a period of time. Available research argues that sense of belonging
is a variable that fluctuates depending on context and time (cite evidence).
Purpose of the Study
With COVID-19 being a recent phenomenon, limited research is available in
understanding the lived experiences of first-generation college students and the impact of
campus closures on their overall mental well-being. The purpose of this study is to understand
the lived experiences of seven first-generation college students who were asked to suddenly
leave campus. The possible mental health issues stemming from campus closures are
contributing factors affecting their academic goals and social interaction. The study was guided
by four research questions:
1. How has the sudden closure of the university campus impacted the mental, emotional,
social and physical well-being of first-generation college students?
2. How do first-generation college students feel about the university’s response to
COVID-19?
3. In what ways are first-generation college students feeling connected to the university?
4. What wellness practices have first-generation college students implemented to sustain
their well-being?
The participants were recruited with the help of the first-generation program director. A
letter was sent out to all possible participants. Participants were required to meet five criteria.
Seven participants met all five criteria for the study.
The study included two phases for collecting data. Phase one was a reflection prompt that
participants responded to before the one-on-one interview. Phase two was a one-hour, one-on-
one Zoom interview. Responses from the reflective prompt serve to guide the first two to three
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questions of the semi-structured interview. Throughout the rest of the interview, the interview
protocol was used.
Discussion of Findings
After analyzing the data from the reflective prompt and interviews, all four research
questions were answered. The findings reveal that all seven participants were impacted by
campus closures. The impact was revealed in at least one way and with the intersection of
several. Findings revealed a negative impact on their mental, emotional, and physical well-being.
Some participants experienced both a negative and positive impact on their social well-being.
Participants believed that the university handled the circumstances revolving COVID-19 to the
best of their ability. Support by the university was primarily attributed through the efforts of
faculty and the first-generation program. However, communication was poorly executed and
unclear by the university. An overall sense of disconnection to the university was felt by the
participants. The two participants that felt a sense of connection were involved with a campus
job and/or club throughout campus closure. Lastly, all seven participants did find practices of
self-care, but not at the onset of campus closure. The process of self-care evolved and developed
over the duration of being home.
Impact on Overall Mental Well-being
The prominent theme that emerged from campus closure on their mental well-being is the
increase in anxiety attacks and depression. These findings from the study are aligned with the
available literature regarding the impact on the mental health of college students during COVID-
19, specifically on first-generation college students. Three out of seven participants experienced
anxiety attacks and depression for the first-time during campus closure.
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The additional stressors and isolation during campus closure directly affected the mental well-
being. In addition, all seven participants expressed being tired, exhausted, or burnt out from
being in front of the screen for classes, meetings and work. The exhaustion from physically
being in front of the screen yet being mentally tired is an example of the intersection of two
facets impacting an individual. Participants struggled to adjust to being on Zoom for long periods
of time and dealt with the challenges of learning from a virtual instruction.
Financial implications aligned with the research
Financial concerns were a stress factor for first-generation college students prior to the
pandemic (Gibbons et al., 2019). Three of the participants experienced unanticipated expenses
during campus closures. Two participants had to pay for better Wi-Fi services because their
Wi-Fi connection at home was not reliable. The university offered free Wi-Fi connection for
students living within Los Angeles County. However, these two participants lived in Northern
California, so they were out of the area to qualify for the free Wi-Fi. One participant was not
raised with technology devices. She was able to borrow a laptop from the university for the
duration of Spring 2019, but her mother decided to help her purchase a laptop of her own.
Four participants had job(s) throughout campus closures. Reasons for working while
being enrolled as a full-time status ranged from not having enough financial aid to paying for
living expenses. Three participants had jobs that were conducted online. One participant had a
job as a Postmates driver. Although one participant was not working, tuition was being covered
through an academic scholarship. The burden and stress of maintaining a specific grade point
average because of the financial implications impacted the participant’s mental health.
In alignment with the experiences of first-generation college students at 4-year
institutions, statistics indicate they often have no option but to work while being enrolled as full-
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time students (Adams & McBryer, 2020; Engle & Tinto, 2008). The experiences of participants
further confirm the current research highlighting financial hardships as one of the main stressors
during COVID-19 (Aucejo, et al., 2020; Soria, et. al, 2020). The CARES Act was issued as
federal funding relief on April 20, 2020 for college students, yet only one participant mentioned
this as a means of financial relief. The findings for the study did not examine why certain
participants had more knowledge of resources compared to others.
First-year students are at a greater risk since they are still trying to establish a familiar
routine and a stable support system at college (Li et al., 2020). Three participants experienced the
emotional impact of the disruption to their first-year living on campus. The emotional impact on
participants stemmed from the suddenness to adapt to the environmental changes and processing
the loss of the college experience. Three participants described feelings of loss and sadness.
Being first in their family to attend college is an important part of their identity and an
accomplishment they worked hard to attain. As the duration of campus closure extended for a
longer period of time, they had to continue processing the loss of anticipated experiences and
opportunities. As they processed the feelings of loss, they had to accept the disconnect to campus
life and the social community they had built. One participant used the word ‘robbed’ to capture
the emotional impact of campus closure.
The increased psychological stressors induced by a disruption to a newly developed
structure, isolation, extended duration away from campus, transitioning to remote learning,
increased family responsibility, an increase in expenses and living environment impacted the
overall mental well-being of the seven participants. The lived experiences described by the
participants are in alignment with the literature available that discusses the concern over the
mental health of college students (Chikrov et al., 2020; Copeland et al, 2021; Wang et al., 2020).
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In addition, current literature also emphasizes that first-generation college students have
experienced exacerbated stressors during COVID-19 (Liu et al, Soria, et al., 2020). The
arguments made by researchers have affirmed the findings from the results of the study through a
qualitative approach. Most of the research conducted regarding the mental health of college
students during COVID-19 are through quantitative methods.
Perceptions of the University Response
The perceptions of the university response were interpreted with mixed feelings. Five out
of the participants believed that the university did the best they could under the circumstances of
COVID-19. Six out of the seven participants believed that the communication could have been
much more effective and clearer surrounding the process of leaving campus suddenly, and the
updates on the campus after students returned home. With the fluid situation of COVID-19, the
university sent out several emails within a few days of each other at first stating they could stay
on campus, but then changing their decision to have students vacate campus immediately. In
addition, three of the participants referred to a student-led social media account for their updated
news instead of the university communication. In regard to getting access to mental health
services, one participant attempted to get in communication with someone from the university,
but never heard a response.
The university should be effective in their ability to communicate with their students.
During campus closure, the university website can be a prominent resource to house updated
information regarding resources on how to support students in their overall mental well-being.
With limited research on communication methods of colleges and universities, a study revealed
that 51% of all school websites presented information and resources regarding remote counseling
services (Seidel et al., 2020). Additional data is needed to determine how often the university
117
sent out updates, what type of information was housed on the university website during campus
closure, and which methods are the best ways to communicate with students.
Support Experienced Through Faculty and First-Generation Program
Two major findings emerged regarding how participants were supported through campus
closures. Six out of seven participants stated how they felt supported by their professors.
Participants described the level of patience, flexibility, and attention to their social emotional
learning when the university shifted to remote instruction. In addition to the support received by
professors, participants also had the support from the directors of the first-generation program on
campus. Five out of seven participants stated they had received some type of support through the
first-generation program on campus. The directors of the program were intentional in reaching
out to the participants to check on their well-being. The type of support also included regular
check-ins, mentoring, and access to resources.
The findings for the type of support participants received are alignment with the research
from Tinto (2017) and Strayhorn (2019). Faculty and staff are influential in the ways they
establish a culture of care and positive learning experiences for students. They must be
committed to promote a sense of belonging and positive learning outcomes, especially for the
retention of students from diverse learning backgrounds, races, ethnicities, and socioeconomics
(Tinto, 2017). The faculty at the university were able to provide the level of support that
participants mentioned. Focused programs can also serve in creating support and a sense of
belonging for first-generation programs (Strayhorn, 2019). The first-generation program at the
university has been committed to the academic success and well-being of first-generation
students. To take the case in point, participants noted the level of support they received through
the program and program directors.
118
Levels of Connection to the University
The levels of connection were closely linked to being physically in the same location.
Four out of the seven participants associated feelings of connection with having the ability to be
on campus with their friends, attend classes in-person, to see their professors in-person, and
having the opportunity to experience campus life. Although the university offered virtual
activities and clubs, these were not sustainable for levels of connection. From the perspective of
participants, the virtual activities could not replace the human connection participants feel when
being physically together. The two participants that felt a strong connection to the university had
on campus jobs, were involved with a campus club and/or student government. They were in
regular communication with staff from the university. As a result, these two participants felt
validated, cared for, and a stronger sense of self-efficacy.
Grounded in the premise that college is both a place of academics and a social system,
institutional support before, the transition into, and throughout college is critical (Tinto, 2017).
The support systems ought to be comprehensive. For example, institutions can implement
programs to support first-generation college students throughout their 4-year experience.
Available research argues that sense of belonging is a variable that fluctuates depending on
context and time (Gillen-O’Neel, 2021). The fluctuation in feelings of connection and belonging
were evident with the findings of the study. Three of the participants alluded to a strong
connection to the campus and university prior to campus closure. These feelings of connection
were disrupted when they had to suddenly leave campus, and for a longer duration than
anticipated. Throughout their time being at home, four participants did not feel connected to the
university. Research also posits that sense of belonging is associated with positive mental health
(Stabelton et al., 2014). A deeper discussion is needed surrounding how to create stronger links
119
of belonging and connection between the university and students, especially for non-residential
students or in the event of another campus closure for an extended period of time. Creativity and
innovation are necessary in these further discussions.
Practices of Self-Care
Participants started to implement practices of self-care after recognizing a need for them.
The long duration of campus closure was unexpected. Consequently, participants noticed
unhealthy patterns or stress that was impacting their mental, emotional, social, and/or physical
health. All participants found various ways to implement practices of self-care. Engaging in non-
academic activities such as playing video games, talking to friends via facetime or social media,
exercising, outdoor activities, repurposing clothing, and spiritual practices were methods of self-
care. A noteworthy finding is their choice to become self-agents in caring for their overall mental
well-being. In their process of recognizing stress, anxiety or feelings of isolation, they took some
type of action to care for themselves.
Literature does indicate that first-generation college students struggle with practices of
self-care, especially in their first-year transitioning into four year-institutions (Gibbons, et al.,
2019). While a few participants noted they finally had adjusted to college life and had a more
balanced routine before campus closure, specific self-care practices are not clearly known. The
self-care practices identified by the participants were during the campus closure. The time of
day, amount of time, and days of the week participating in self-care practices varied by
participant. More data is needed to determine if the same self-practices identified during campus
closures continued when the university pivoted back to in-person instruction and participants
returned to campus.
120
Limitations
Although the findings from the study are similarly aligned to the available literature
regarding the impact on the overall mental health of first-generation college students stemming
from campus closures due to the pandemic, several limitations are necessary in describing. The
sample size of the study is too small to make generalizations for first-generation college students
from other 4-year private or public institutions. In addition, continuing-generation college
students were not included in this study; therefore, a comparison between their experiences and
those that are of first-generation status cannot be determined. Several of the studies from the
literature included a larger participant pool and researchers were able to desegregate the findings
to further analyze subgroups. Limitations surrounding the internal validity of the study include
reliance on self-reporting data. The findings from this study are based solely on seven
participants recalling their experiences from a year and a half prior to the study.
Implications for Practice
The study on the impact of campus closures on first-generation college students’ overall
mental well-being at a 4-year, private university calls to the attention of administration, staff and
faculty in higher education institutions. Three implications of practice can be addressed from this
study. The first implication for practice is evaluating the communication methods the university
implemented during campus closure and areas to strengthen the effectiveness in communicating
access to mental health resources. The second implication for practice is implementing
institutional support focused on social-emotional learning. The third implication for practice is
implementing culturally sensitive approaches that promote a continuous sense of belonging for
first-generation college students.
Effective and Relevant Communication on Mental Health Services and Resources
121
The findings from the study revealed that the communication by the university could
have been clearer and more effective. Four out of the seven participants expressed frustration
with the confusing emails prior to leaving off campus and the lack of updates after participants
left campus. Only one participant believed the communication was effective and helpful in
providing information. In contrast, one participant was disappointed and frustrated in not
knowing where to find mental health resources during campus closure. Three participants from
the study brought up a student-led social media account as their source to get updated
information. During a time when students were physically in different locations, effective and
relevant communication by the university is pivotal.
Although limited literature regarding communication during campus closure is available.
One study done by Seidel, et al., (2020) revealed that only 51% of colleges had provided
information on their school website regarding remote, mental health services for students and
community-based resources. The data from the study does not examine the other resources that
colleges and universities placed on their school website. This study represented a small sample
of the first-generation population at the university, but what is unknown is how many other
students were inquiring about mental health services during the pandemic. The university needs
to investigate how often they sent out emails, what resources were provided on their school
website, if the links effectively worked and determine relevant ways to communicate with
students. The implications are important to consider in the event students are away from campus
for extended periods of time. Clear communication on where and how students can get access to
mental health and community-based resources are vital in life changing circumstances, such as a
global pandemic.
Institutional Support Focused on Social-Emotional Learning
122
Participants were clear in expressing high regard for the level of support they felt by their
professor. The findings revealed that six out of seven participants felt supported by at least one
professor. The professors recognized how remote instruction and the duration of campus closure
was difficult and new to everyone. Their response to the extenuating circumstances resonated
with the participants and they acknowledged the display of compassion, patience, flexibility and
openness was exactly what students needed during an uncertain and stressful year and a half. The
professors incorporating social-emotional learning posits the integration in higher education
institutions. The role of the first-generation program also served as a pivotal role in supporting
the social and emotional well-being of the participants. The directors from the program would
check-in on the participants through emails, texts, and phone calls. The needs and challenges
from campus closures were complex and evolved, yet both the faculty, staff and first-generation
directors found ways to support the participants.
Through robust literature, institutional support through programs and practice are critical
in positive student outcomes and cultivating a sense of belonging for first-generation college
students throughout the 4-year experience (Strayhorn, 2019; Tinto, 2017). Literature also reveals
that institutional support is important for first-year students (Li et al., 2020). The support that
both the faculty and the first-generation directors provided extended beyond the academic needs
of the students. They were also serving their social-emotional needs. Faculty and staff can also
serve as a gatekeeper to early intervention for students that may need to be directed towards on
campus mental health resources. The practice of care and compassion during a challenging time
for several participants was evidence that college can serve as both a place of academics and a
community of social support. Although student experiences and persistence are influenced by an
123
array of factors, literature does affirm that institutional action and practice does impact student
persistence.
Continuous Cultivation of a Sense of Belonging
During campus closure, the sense of connection and belonging was compromised. The
findings from the study revealed that four out of seven participants associated connection to the
university to being physically together. The physical distance and the duration increased feelings
of disconnect. With COVID-19 being a virus that was spread through human transmission,
shelter in place was a new mandate that no one had experienced before. Colleges and universities
were in a new situation where no research has been provided to support students in this situation.
Cultivating this sense of belonging can also differ for students based on their race, generation
status and the intersection of both (Duran, et al., 2020). To further the argument, a sense of
belonging fluctuates depending on context and time (Gillen-O’Neel, 2021). A sense of belonging
is also linked to the mental health of students (Stabelton, et al., 2014).
The implications of sense of belonging and connection for first-generation college
students during extended periods of time or for students who are not able to live on campus
require further discussion. The administration, faculty and staff must examine how they are
creating cultures of care and cultivating a sense of belonging on a continuous basis. Decisions
regarding programs and practices should not be made on their behalf without considering the
perspective of marginalized student populations. Rather, intentional steps need to be made
towards inviting first-generation college students into the conversations and considering
culturally sensitive approaches that affirm their multiple social identities throughout their 4-year
experience.
124
Future Research
To address the needs and strengthen the generalizability of first-generation college
students, future research is needed to understand how mental health is being addressed in
university programs and practices that support their persistence through college. Two areas for
future research are necessary to further understand how to sustain the mental well-being of first-
generation college students. Future research is needed in understanding which factors intensify
the impact on their overall mental well-being and how the integration of social-emotional
learning in higher education could benefit first-generation college students.
Literature and this study affirm how the mental health of first-generation college students
was impacted by campus closure. As a response to the findings, critical research is needed to
understand how higher education institutions are addressing the alarming concerns regarding the
increase in anxiety, panic attacks and depression among first-generation college students. Studies
have revealed that first-generation college students have experienced additional stress factors
(Liu et al., 2020; Soria et al., 2020), yet which specific factors or the combination of them
intensify the impact are still unknown that could potentially impede their academic success and
social integration. The various factors that contribute to the stress of first-generation college
students may continue to persist even as colleges and universities pivot back to in-person
instruction. Additional research is needed to understand if multiple stress factors and which
factors have a greater impact on their overall mental well-being. By understanding and
identifying these specific stress factors, higher education institutes can shift practices and
programs and align resources to better serve the needs of first-generation college students.
Specific research is needed on cultivating cultures within 4-year institutions that integrate
social-emotional learning as a means to focus on college as both a place of academics and a
125
social support system that Tinto (2017) emphasized. Social-emotional learning has been
successful in the K-12 setting (Weissberg et al., 2015); therefore, this mindset of responsive
classrooms should transfer into higher education settings. Findings from participants in the study
regarding how faculty addressed their social-emotional needs, showcases the positive impact
those responsive practices made on the participants. Although the university provides programs
such as summer bridge and first-year seminars, which aim to support their social and academic
growth at the beginning of college, specific opportunities to feel connected and supported
throughout are essential. Building capacity in staff and faculty to address needs beyond
academics and classroom interactions require a comprehensive approach. By intentionally
embedding responsive practices that cater not only to the academic needs, but also the social-
emotional needs of first-generation college students could add to positive outcomes in their
experiences at a 4-year institution. Responsive classrooms that center the social-emotional needs
of first-generation college students could provide a beneficial pathway to sustain their overall
mental well-being that is pivotal for their persistence through college.
Conclusion
With the phenomenon of COVID-19, much more research is needed to examine,
investigate, and understand the impact on college students, specifically, students from
marginalized populations. Seven first-generation college students, at a 4-year, private university
participated in this qualitative study. Throughout their reflective and interview responses, the
participants described their feelings, experiences, and perceptions of the year and half of remote
learning and being away from campus. Their overall mental well-being was impacted by the
sudden disruption, blurred academic and personal living spaces, the loss of the college
126
experience, adjustment to remote-instruction, increased family responsibilities, unexpected
expenses, and a disconnect from their college community.
Despite the various challenges and stress experienced from campus closure and the
impact this had on their overall mental well-being, the seven participants persisted and remained
on track for graduation. They exemplify strength, resourcefulness, and resilience. With the
impact from campus closures, they developed self-agency in implementing practices of self-care.
The participants were clear in acknowledging the various levels of support they received from
family, faculty, staff, and the first-generation program and directors. In essence, the support was
a reflection of how college is a distinct place in providing both academic and social resources
that Tinto (1994, 2017) framed before COVID-19.
First-generation college students are an emerging minority at 4-year private and public
institutions, representing their families and communities. In recognizing the community capital
they offer in higher education settings, much work is needed to preserve and ensure their
persistence through college. This qualitative study captured the impact campus closures had on
their lives at a micro level; therefore, the committed efforts by researchers and higher education
institutions as critical agents are vital in understanding and addressing their specific needs to
sustain their overall mental well-being as they persist through college.
127
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Appendix A: Email and Informed Consent to Obtain Potential Participants Names and
Emails
Dear First Gen Scholar,
I am reaching out to you on behalf of a current graduate student from University of
Southern California. This student is conducting a study on the lived experiences of First-
Generation College Students during campus closures from March 2020-March 2021 due to
COVID-19.
In the study, participants will be asked to complete a reflective prompt through a private
Google document, taking approximately 10-15 minutes to complete. In addition, the graduate
student will conduct an interview via Zoom, which would require approximately 50 minutes.
Your participation in the reflective prompt and interview completely are voluntary. All
identifiable information will be excluded from the documents and analysis of the study. All
answers are completely confidential and will be securely stored.
If you choose to participate in the study, the graduate student is asking that you
participate in both the reflective prompt and interview. Your participation in this study aims to
further understand how universities can better support the overall mental health of first-
generation college students.
Thank you for your consideration in this study. Once you have made a decision, please
mark the box that corresponds with your decision. In agreement, you are giving me permission to
share your name and email with the graduate student. If you have any further questions, you may
contact the graduate student at rubylin@usc.edu
Sincerely,
Director of First-Generation Scholars
Please mark the appropriate box for permission to share your name and email as a potential
participant for the study.
❏ I Agree
❏ I do not agree
Name: __________________________________________ Date:______________
Signature: _____________________________________
141
Appendix B: Reflective Prompt
Thank you for your participation in this reflective response. The following pages includes: (a) an
overview of the study, (b) rights as the participant, (c) permission agreement (d) reflection
prompt.
The purpose of this study is to understand the lived experiences of students who were asked to
leave campus during their spring semester of 2020. The past year was filled with events,
circumstances, feelings, and thoughts to be processed.
There is no evaluation or judgement made from your response. Your response is voluntary and
completely confidential. The reflection will be stored and secured in a Google private drive.
Please mark the appropriate box for permission to include the reflection response as part of the
study.
❏ Agree
❏ I do not agree
142
Below is an excerpt from an email that the president emailed to the university on March 17, 2020
to help you reflect back on your spring semester.
This reflection prompt is intended to give you time and space to reflect back on your feelings,
thoughts and reaction. Other possible points are included, but you are invited to share anything
that comes to mind. Please allow for approximately 10-15 minutes for your response. Phrases,
words, images or illustrations are also welcomed.
Reflective Prompt:
● Describe your feelings, thoughts and response when you first received the email about
moving off campus.
○ Who did you talk to first?
○ What was most challenging?
143
Did you have to make multiple living arrangements?
○ Did anything surprise you?
○ Who was the most supportive during the process?
Appendix C: Semi-Structured Interview Guide
1. How has the closure of the university campus impacted the mental, emotional, social
and physical well-being of first-generation college students?
2. How do first-generation college students feel about the university’s response to
COVID-19?
3. How are first-generation college students feeling connected to the university?
4. What wellness practices have first-generation college students implemented to sustain
their well-being?
Introductory Comments
● Hello. My name is Ruby Lin, and I am a graduate student at USC.
● I am conducting a study on the experiences of first-generation college students who
were asked to relocate off campus and begin all remote learning during their spring
semester of 2020.
● During our time together, I will step into the role of a researcher. This interview is a
way for me to gain a better understanding of your personal experiences, feelings and
perspective.
● There is no evaluation or judgement made from any of the answers.
● I really appreciate your time and responses for this interview.
● Prior to our interview, I sent an email with the consent form and information about
the study. I hope you had a moment to look over the forms.
● All this information is in the consent form, but I wanted to clearly state this interview
is confidential. Identifying information will not be shared in my written analysis.
● At any point, you have the right to end our interview.
● Do you have any questions about the consent form or this study?
● I am hoping to record this interview for note taking and analysis. Do I have your
permission to record?
● Thank you. We will not begin this interview. I will be pressing the record button.
Thank you for responding to the journal prompt. I was able to get a glimpse into your
experience when school life changed back in March 2020. I wanted to follow up on a few
questions:
● The next few questions will vary depending on journal responses.
○ Prompt: Describe to me your experiences as a first-year college student
starting fall 2019.
I want to acknowledge that 2020 was a really difficult year. I am going to ask a few
questions that could possibly be difficult. There is no pressure in answering immediately.
Please let me know if you need more time to reflect and we can come back to the question.
Thinking back to the week of March 16, 2020, students were expected to transition to all
remote learning and were asked to relocate off campus by March 22, 2020.
● What is your opinion of how the university handled shelter in place?
○ Probe: How did you feel about their communication with students?
○ Probe: Would you have wanted anything done differently?
● How would you describe the level of support you experienced from the university
during the transition of moving off campus?
○ Probe: How was the level of support for remote learning?
○ Probe: What did you need that you wish you would have received?
● Here is a statement: The staff and faculty of the university cared about me during our
year of remote learning and being off campus. Would you agree or disagree with that
statement?
○ Explain why.
○ Did any staff or faculty personally contact you after moving off campus to
check in on your wellness?
I want to move our conversation to a day in the life of _______________. These questions
involve reflecting back to the period when you were off campus and learning remotely.
● The university classes were all remote during your second year of college. Walk me
through a typical school day during remote learning.
○ Probe: How was your experience transitioning to remote learning?
○ Probe: How reliable was your Wi-Fi connection?
○ Probe: Can you describe the setting of where you were at during your online
classes?
○ Probe: How were you usually feeling after a day of classes?
● Here is a scenario: You had a class that was challenging for you. You noticed on the
syllabi that a test was coming up. You want to do better on the upcoming test
compared to the previous test. Describe what you would have done?
○ Probe: Who did you ask when you had questions about university resources?
○ Probe: Which resource did you use more than once?
○ Probe: Tell me more about that.
● Describe what you did in between classes and schoolwork.
○ Probe: How often do you get to do this?
○ Probe: How did this make you feel?
○ Probe: What would you think about?
● During your time living off campus and remote learning, describe your practices of
self-care? (Self-care could be physical, emotional, mental or social.)
○ Probe: How often?
○ Probe: Where did you learn that practice?
● Describe what overall mental wellness looks like to you.
○ Probe: Did you experience this during your second year of college?
At the beginning of our conversation, you shared your experiences living on campus:
● Did you feel connected to the university when you moved off campus?
○ Probe: Define connected.
○ Probe: Do you think staying connected was important to you?
● If you were allowed to stay on campus during the pandemic, how do you think your
feelings of connection to school would have changed?
○ Probe: Would you have wanted to stay?
○ Probe: Why?
● Scenario: Your friend was feeling disconnected to the university after moving off
campus. Your friend wanted any recommendations or suggestions on what to do in
order to feel more connected. What did you tell your friend?
○ Probe: Why would you recommend this?
○ Probe: What was your experience with it?
● Describe a relationship you have made through school before campus closures?
○ Probe: How did you meet?
○ Probe: How did you maintain contact with the individual while the campus
was closed?
○ Probe: Describe the most recent conversation.
○ Probe: Did your relationship change during that time?
Our interview is coming to a close soon:
● What was most difficult during your second year of college?
○ Probe: How did you process those difficult moments?
○ Probe: Is there anything that you needed that you wish you had?
● What was the most helpful resource during campus closure?
○ Probe: How was the resource helpful?
○ Probe: What did you learn about yourself?
● Is there anything else you would like to share?
Closure
● Thank you for meeting with me and answering these questions. Your answers are so
valuable. I am grateful for this opportunity to listen and better understand your
personal experiences.
● Please feel free to contact me if you have any questions. I have emailed you my
contact information prior to our interview.
● I will get back to you in the next week to follow up.
Abstract (if available)
Abstract
The overall mental health of college students has been greatly impacted during COVID-19. However, for historically marginalized populations in higher education institutions, such as first- generation college students, the pandemic exacerbated the possible stressors they experienced. The transition to remote learning, limited support and access to university resources have contributed to increased stress, anxiety, fear and worry. Sustaining their overall mental health and understanding the role of higher education institutions are imperative in their persistence to obtaining their degree. This qualitative study serves to convey the lived experiences of seven, first-generation college students at a 4-year, private university in Southern California. These students were asked to move out of their campus residence during their spring semester of the first-year living on campus. Available literature reveals that first-generation college students have been impacted as a whole, but further research is needed on the exact details of how their mental wellness have been impacted. Understanding the levels of complexity through the lens of first-generation college students will provide greater context on how to address their needs in higher education institutions to keep them on the persistence track through college.
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Asset Metadata
Creator
Lin, Ruby
(author)
Core Title
The impact of campus closures: experiences of first-generation college students at a 4-year private university in southern California
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Educational Leadership (On Line)
Degree Conferral Date
2022-05
Publication Date
04/08/2022
Defense Date
02/17/2022
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
campus closures,first-generation college students,mental wellness,OAI-PMH Harvest
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Cash, David (
committee chair
), Kim, Esther (
committee member
), Krop, Cathy (
committee member
)
Creator Email
ruby.lin81@gmail.com,rubylin@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-oUC110886253
Unique identifier
UC110886253
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Dissertation
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Lin, Ruby
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(batch),
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(contributing entity),
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(collection)
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Tags
campus closures
first-generation college students
mental wellness