A Look at Empathy, University Belonging, and Intersectionality

How to Support a Diverse Student Body Amid the COVID-19 Crisis

Authors

  • Shantalea Johns Wayne State University, USA
  • Stephanie Hawkes Wayne State University, USA

DOI:

https://doi.org/10.32674/jise.v9i2.2407

Keywords:

COVID-19, student success

Abstract

The present short essay discusses the impact COVID-19 has had on college students. As universities work to build supportive learning environments during these unprecedented times, it is important for practitioners to consider how mental health and student identity impact student success. The framework proposes that empathy, university belonging, and an intersectional approach to academic support can contribute to a student's mental health, identity, and emotional well-being as they transition back to academic life.

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Author Biographies

  • Shantalea Johns, Wayne State University, USA

    Shantalea Johns, EdD, LMSW is the director of continuing and interprofessional education and a lecturer at Wayne State University School of Social Work in Detroit, MI.  Her major research interests lie in the area of neurobiology of trauma and the social determinant of poor mental health among urban African American youth from adolescence to early adulthood.  Email: shantalea@wayne.edu

  • Stephanie Hawkes , Wayne State University, USA

    STEPHANIE HAWKES, EdD, is the Assistant Director for the Office of Multicultural Student Engagement at Wayne State University in Detroit, Michigan.  Her research interests lie in the area of postsecondary access, retention, and success of students from historically excluded populations.  Email: gd2711@wayne.edu

References

References
Active Minds (2020). "The Impact of COVID-19 on Student Mental Health." COVID-19 Student Survey.

Chessman, H., Morgan T, (2019). "College Student Mental Health and Well-Being: A Survey of Presidents."

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Horne, L. (2020) "Supporting a Healthy Campus Community During COVID-19." Active Minds Blog. April 20, 2020. https://www.activeminds.org/blog/supporting-a-healthy-campus-community-during-covid-19/.
Hybels, S. & Weaver, R. (2009). Communicating effectively. New York. NY: McGraw-Hill.
Lederman, Doug. (2020). "Presidents Fear Financial, and Human, Toll of Coronavirus." Inside Higher Ed, March 27, 2020. https://www.insidehighered.com/news/survey/college-presidents-fear-financial-and-human-toll-coronavirustheir-campuses.
Maslow, A. H., Frager, R., Fadiman, J., McReynolds, C., & Cox, R. (1987). Motivation and personality (3rd). New York.
Strayhorn, T. (2012). College students' sense of belonging: A key to educational success for all. New York, NY: Routledge.
Schreiner, L. A., Noel, P., Anderson, E., & Cantwell, L. (2011). The impact of faculty and staff on high-risk college student persistence. Journal of College Student Development, 52(3), 321–338
Wilson, S., & Gore, J. (2013). An attachment model of university connectedness. Journal of Experimental Education, 81(2), 178–198.

Additional Files

Published

2021-02-21

Issue

Vol. 9 No. 2 (2020): Journal of Interdisciplinary Studies in Education

Section

Short Essays

License

Copyright (c) 2020 Journal of Interdisciplinary Studies in Education

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

A Look at Empathy, University Belonging, and Intersectionality: How to Support a Diverse Student Body Amid the COVID-19 Crisis. (2021). Journal of Interdisciplinary Studies in Education, 9(2), x-xiii. https://doi.org/10.32674/jise.v9i2.2407