SERU and gradSERU Policy Briefs
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Browsing SERU and gradSERU Policy Briefs by Author "Chirikov, Igor"
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Item The Experiences of Undergraduate Students with Physical, Learning, Neurodevelopmental, and Cognitive Disabilities During the Pandemic(SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-10) Soria, Krista M.; Horgos, Bonnie; Chirikov, Igor; Jones-White, DanielThe COVID-19 pandemic has disproportionately impacted students with physical, learning, neurodevelopmental, and cognitive disabilities who are enrolled at large public research universities, according to the Student Experience in the Research University (SERU) Consortium survey administered from May to July 2020 of 30,099 undergraduate students at nine universities. Approximately 6% of respondents (n = 1,788) reported having at least one disability (physical, learning, neurodevelopmental, or cognitive). Students with physical, learning, neurodevelopmental, and cognitive disabilities were more likely than students without disabilities to experience financial hardships during the pandemic, including unexpected increases in spending for technology, unexpected increases in living expenses, and loss or reduction in income (from family members or personal wages from off-campus employment). Furthermore, students with disabilities were also more likely to experience food and housing insecurity compared to students without disabilities. Students with physical, learning, neurodevelopmental, and cognitive disabilities were less likely to believe that they feel like they belong on campus and less likely to agree that the campus supported them during the pandemic. Students with those disabilities also experienced higher rates of major depressive disorder and generalized anxiety disorder than students without disabilities. Students with disabilities were also less likely to live in safe environments compared to students without disabilities. As institutional leaders continue to adapt to higher education during the COVID-19 pandemic, we encourage them to consider the impact different instructional modalities may have in perpetuating disparities for students with disabilities.Item The Experiences of Undergraduate Students with Physical, Learning, Neurodevelopmental, and Cognitive Disabilities During the Pandemic(SERU Consortium, University of California - Berkeley and University of Minnesota., 2020) Soria, Krista M.; Horgos, Bonnie; Chirikov, Igor; Jones-White, DanielThe COVID-19 pandemic has disproportionately impacted students with physical, learning, neurodevelopmental, and cognitive disabilities who are enrolled at large public research universities, according to the Student Experience in the Research University (SERU) Consortium survey administered from May to July 2020 of 30,099 undergraduate students at nine universities. Approximately 6% of respondents (n = 1,788) reported having at least one disability (physical, learning, neurodevelopmental, or cognitive). Students with physical, learning, neurodevelopmental, and cognitive disabilities were more likely than students without disabilities to experience financial hardships during the pandemic, including unexpected increases in spending for technology, unexpected increases in living expenses, and loss or reduction in income (from family members or personal wages from off-campus employment). Furthermore, students with disabilities were also more likely to experience food and housing insecurity compared to students without disabilities. Students with physical, learning, neurodevelopmental, and cognitive disabilities were less likely to believe that they feel like they belong on campus and less likely to agree that the campus supported them during the pandemic. Students with those disabilities also experienced higher rates of major depressive disorder and generalized anxiety disorder than students without disabilities. Students with disabilities were also less likely to live in safe environments compared to students without disabilities. As institutional leaders continue to adapt to higher education during the COVID-19 pandemic, we encourage them to consider the impact different instructional modalities may have in perpetuating disparities for students with disabilities.Item First-Generation Students’ Experiences During the COVID-19 Pandemic(Student Experience in the Research University (SERU) Consortium, 2020-08) Soria, Krista M.; Horgos, Bonnie; Chirikov, Igor; Jones-White, DanielThe COVID-19 pandemic has negative impacts on first-generation students enrolled at large public research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 28,198 undergraduate students conducted May through July 2020 at nine universities. In the survey, 26% of respondents (n = 7,233) identified as first-generation students (those whose parents have not earned a bachelor’s degree). First-generation students were more likely than continuing-generation students to experience financial hardships during the pandemic, including lost wages from family members, lost wages from on- or off-campus employment, and increased living and technology expenses. Compared to continuing-generation students, first-generation students are nearly twice as likely to be concerned about paying for their education in fall 2020. Furthermore, first-generation students were also less likely to live in safe environments free from abuse (physical, emotional, drug, or alcohol) and more likely to experience food and housing insecurity. First-generation students also experienced higher rates of mental health disorders compared to their peers. The results of our study suggest that first-generation students experienced more challenges adapting to online instruction compared to continuing-generation students, including encountering obstacles related to lack of adequate study spaces and lack of technology necessary to complete online learning. Compared to continuing-generation students, first-generation students were also less likely to be able to meet during scheduled virtual class times. As institutional leaders look forward to the fall 2020 semester, we encourage them to consider the impact different instructional modalities may have in perpetuating existing disparities for first-generation students.Item International Students’ Experiences and Concerns During the Pandemic(SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-07) Chirikov, Igor; Soria, Krista M.In contrast to domestic students, international students at research universities are more satisfied with their academic experiences and institutional support during the pandemic, according to the recent Student Experience in the Research University (SERU) Consortium survey of 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities. International students’ primary concerns are not with universities themselves but with health, safety and immigration issues.Item The Obstacles to Remote Learning for Undergraduate, Graduate, and Professional Students(SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-07) Soria, Krista M.; Chirikov, Igor; Jones-White, DanielThe vast majority of students at research universities—96% of undergraduate students and 88% of graduate students—experienced at least one obstacle in their transition to remote learning, according to the recent Student Experience in the Research University (SERU) Consortium survey of 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities. The biggest obstacle among undergraduate, graduate, and professional students was the lack of motivation for remote learning during the pandemic. Other common obstacles included lack of interaction with other students, inability to learn effectively in an online format, and distracting home environments or lack of access to appropriate study spaces. The obstacles vary by students’ social class background and major/program.Item Undergraduate Student Caregivers’ Experiences during the COVID-19 Pandemic: Financial Hardships, Food and Housing Insecurity, Mental Health, and Academic Obstacles(SERU Consortium, University of California - Berkeley and University of Minnesota., 2020) Soria, Krista M.; McAndrew, Molly; Horgos, Bonnie; Chirikov, Igor; Jones-White, DanielThe COVID-19 pandemic has created significant hardships for student caregivers enrolled at large, public research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 30,593 undergraduate students conducted May through July 2020 at nine universities. In the survey, 6% of respondents (n = 1,767) identified as caregivers for children, 11% of respondents (n = 3,236) identified as caregivers for other adults (age 18 and over), and 3% (n = 874) cared for both children and adults during the pandemic. Students who were caregivers for children may have been parents caring for their own children or family members (e.g., siblings). Students who were caregivers for adults may have been caring for their family members (e.g., parents, partners, spouses) or others. The results indicated that the pandemic has heightened caregivers’ financial hardships; specifically, students who were caregivers were more likely to experience the loss or reduction in family members’ income, loss or reduction of wages from off-campus and on-campus employment, and unexpected increases in living expenses or technology expenses compared to their peers who were not caregivers. Students who were caregivers were also more likely to experience food insecurity and housing insecurity compared to their peers who were not caregivers. Additionally, students who were caregivers were also more likely to screen positive for generalized anxiety disorder and major depressive disorder than their peers who were not caregivers. Finally, students who were caregivers were also more likely to lack access to an appropriate study environment and were less likely to be able attend scheduled online classes during the transition to remote learning.