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By: Isabel Agolini

Abstract: The contrast between the responses to social connectivity of those with a household income of greater than $100,000 and those with a household income less than $25,000 suggests that household income might have an impact on the social connections individuals form and maintain during the pandemic. This finding has important implications given that those from lower-income households not only have less financial support, but also seemingly less social support.This means that the pandemic might have an even greater negative impact on lower-income households.

Citation: Agolini, I. (2020, September 25). Social Connections during a Pandemic: Can they be affected by socioeconomic status? Coping with Covid-19. https://cpb-us-w2.wpmucdn.com/voices.uchicago.edu/dist/1/2792/files/2020/08/Write-Up_Connectivity.docx.pdf

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By: Isabel Agolini

Abstract: In this research brief, we compared household income with coping mechanisms in order to determine what effect, if any, socioeconomic status (SES) had on the ways in which individuals cope with the COVID-19 pandemic. One significant difference is the difference among socioeconomic groups in terms of coping through fun and relaxing activities and maintaining a daily schedule; those with a household income of $100,001 and greater had the highest responses to engaging in these activities compared to those of lower SES. For coping mechanisms related to psychological well-being — practicing mindfulness and meditation, journaling about one’s worries, creating lists of potential helpers, and searching for mental health resources online — there does not appear to be a significant pattern among socio-economic groups.

Citation: Agolini, I. (2020, September 25). Socioeconomic differences in coping with COVID-19. Coping with Covid-19. https://voices.uchicago.edu/humdevcovid/files/2020/08/Write-Up_Coping_SES.pdf.

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By: Adelle Durell

Abstract: With social distancing and lockdowns throughout many states and countries, the 2020 global pandemic has brought about many adjustments, inclusive of many individuals who turned to virtual spaces to stay connected with others. Interviews with 37 high school, undergraduate, and recent graduate students revealed that there were commonalities with ways these students connected and coped in virtual spaces during the novel Coronavirus Disease 2019 (COVID-19) pandemic, and conversely, ways they felt burdened by the limitations of virtual communication.  

This present research gives a unique perspective from students living during the pandemic, providing additional insight into the effectiveness and uses of virtual spaces through teaching and learning. Additionally, as a virus that reached global extents, this unique occasion arose in which many people from around the world have shared diverse perspectives on their adjustments during the pandemic. Although the present study focuses primarily on the experiences of people living in the United States, the themes we explore may also find resonance with other cultures and contexts as many locations in the world have instituted social distancing guidelines. Moreover, we highlight how the transition into this majority-virtual form of communication can have repercussions both positive and negative.

Citation: Durrell, A. (2020, September 25) Coping and Connecting vs. Stress and Fatigue: Understanding Students’ Virtual Experiences During COVID-19, Coping with COVID-19 Research Project. https://voices.uchicago.edu/humdevcovid/files/2020/08/CopingConnecting.pdf

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By: Kelsey Yang

Abstract: In efforts to contain the spread of the novel coronavirus, global governments and public health officials responding to the 2020 COVID-19 pandemic have implemented widespread public health measures such as: 14-day quarantines, social distancing measures, mask-wearing mandates, and statewide lockdowns. In compliance with these safety guidelines, schools across the world have rapidly shut down campuses and transitioned to remote learning. During this challenging time of global uncertainty, we interviewed 44 respondents between the ages of 18-25 to understand the academic, health, social, and interpersonal uncertainty stressors unique to their roles as current or prospective college students.

Interviews revealed that among total respondents aged 18-25, the top three perceptions of gain were: Communicating With Friends, Spending More Time With Family, and Time to Pursue Personal Projects. The top three perceptions of loss were: Pre-scheduled or Anticipated Events, Routine and Structure, and Space. All gains and losses were determined after measuring how often respondents mentioned key words associated with each category.

Citation: Yang, K. (2020, October 2). Students’ Perceptions of Gain and Loss During the COVID-19 Pandemic: Understanding Factors That Enable Positive Coping Amid Uncertainty Stress, Coping with COVID-19 Research Project. https://voices.uchicago.edu/humdevcovid/files/2020/08/Kelsey-Yang_Students-Perceptions-of-Gain-and-Loss-During-the-COVID-19-Pandemic-2.pdf