Conceptualizing University Students’ Responses to COVID-19: Investigating Race/Ethnicity, Crisis, Mental Health, and Science Literacy

Abstract

COVID-19 has adversely affected helping professionals, causing a rise in anxiety and effects on mental health as people are inundated with scientific information at unprecedented rates. Universities have made extensive changes, which often affect Students of Color disproportionately. Human Services Learners (HSLs) expressed increased professional stressors, while Teacher Education Learners (TELs) leaned on science authority. Students of Color reported lower effects on mental health than their White peers and more wellness strategies. We investigated undergraduate students’ conceptualizations and engagement with COVID-19 connected to professional identity and race/ethnicity, further exploring how students are thinking about their personal mental/physical health with respect to science.