Abstract
The disproportionate impact of the COVID-19 virus on Black communities has been documented through looking at health disparities and through the application of the social determinants of health. This mix-method pilot study investigates the COVID-19 experiences of Black students at a USA mid-size mid-Atlantic predominantly white state university where they represent about five percent of the student body. Black students are situated in their families and communities bringing these realities into higher education. Within their COVID-19 experiences of academic disruptions, students engaged in social activism to the degree possible and within family dynamics. Exploration of the intersection of Black student identity, higher education experiences on a predominantly white institution, and the disparate Black community COVID-19 impact highlights the many challenges experienced. Self-care efforts, social media engagement, and sustaining family/friend connections identify coping strategies employed by Black students during their academic disruptions during the COVID-19 pandemic thus far.
Presenters
B.J. BrysonProfessor Social Work, CHBS DEI Director, College of Health and Behavioral Studies/Social Work, James Madison University, Virginia, United States Modjadji Choshi
Assistant Professor, School of Nursing, James Madison University, Virginia, United States Ailton Coleman
Assistant Professor, Health Science, James Madison University, United States Shanza Isom
Assistant Professor & Director of Field Instruction, Department of Social Work, James Madison University, Virginia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Black Students, COVID-19, Higher Education
