The Disparate Impacts of COVID-19 on College Students

• In Event: Measuring Campus Racial Climate: A Collective Effort to Address Campus Racial Equity Gaps

Abstract

Objectives: This work aims to elucidate the racially disparate impacts of the COVID-19 pandemic experienced by students enrolled in California community colleges. Specifically, experiences of pandemic-related stress and appraisals of institutional commitment during the pandemic were explored.

Perspectives: The COVID-19 pandemic has catalyzed nationwide discussions on racial disparities and systemic inequities in health care and mental health (Copeland et al., 2020). Notable adverse impacts on stress and mental health in undergraduate students have been reported (Benjet, 2020; Fitzgerald & Konrad, 2021), with students of color suffering disproportionately greater consequences (Saltzman et al., 2021). Calls for further research into these impacts have been made (Grubic, Badovinac, & Johri, 2020). As post-secondary institutions continue to implement changes and offer student support in response to the pandemic, it is unclear if such efforts beneficially impact all student populations in an equitable manner that aims to mitigate existing equity gaps.

Methods: Drawing data from the National Assessment of Collegiate Campus Climate (NACCC) survey, a total of 50,219 undergraduate students from 51 community colleges in California were included in the sample for the study. Data collection was conducted during Fall 2020 to Spring 2021 academic year. Of this sample, 17.5% are White and 82.5% are students of color. Survey respondents reflected on their institution’s commitment to providing support during the COVID-19 pandemic and the level of stress they felt in certain aspects of their lives due to the pandemic. Two factor-level scores were created from these items: a commitment factor and a stress factor.

Results: (1) Regarding institutional commitment during the COVID-19 pandemic, commitment factor scores for students of color (M = 4.24) are significantly lower compared to White students (M = 4.32; p < .001). Compared to White students, students of color rated institutional commitment significantly lower with respect to their institution’s overall communication, ensuring health and safety prior to reopening, and providing health services to students (all ps ≤ .001). Institutional commitment ratings from Arab students (M = 3.84), Middle Eastern students (M = 3.93), and Asian students (M = 4.13) are among the lowest. (2) Regarding perceived stress during the COVID-19 pandemic, stress factor scores for students of color (M = 3.28) are significantly higher compared to White students (M = 3.13; p < .001). Compared to White students, students of color reported significantly higher stress regarding concerns for their physical and mental health, concerns for loved ones, loss of income, and taking online classes (all ps < .001). COVID-19 related stress ratings from Latinx students (M = 3.34), Native Hawaiian or Pacific Islander students (M = 3.34), and multiracial students (M = 3.34) are among the highest.

Significance: Equipped with these findings, California community colleges may decide to improve their COVID-19 student support response and extend support services to student groups who are experiencing higher levels of pandemic-related stress. Equity-minded institutions would be better posited to address racial equity gaps by revising their pandemic response in accordance with their students’ experiences. Periodic surveillance of students’ stress and appraisal of institutional commitment is critical in remediating the disparate impacts of the pandemic.

Author

• Rodolfo Andy Nunez, University of Southern California