Literaturnachweis - Detailanzeige
| Autor/inn/en | Johns, Shantalea; Hawkes, Stephanie |
|---|---|
| Titel | A Look at Empathy, University Belonging, and Intersectionality: How to Support a Diverse Student Body amid the COVID-19 Crisis |
| Quelle | In: Journal of Interdisciplinary Studies in Education, 9 (2020) 2, S.10-13 (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2166-2681 |
| Schlagwörter | COVID-19; Pandemics; Empathy; Student School Relationship; College Students; Mental Health; Identification (Psychology); Emotional Response; Well Being; School Closing; Online Courses; Trauma; Social Bias; Racial Bias; Gender Bias |
| 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. (As Provided). |
| Anmerkungen | STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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