GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ

Yıl: 2023 Cilt: 26 Sayı: 1 Sayfa Aralığı: 61 - 81 Metin Dili: Türkçe DOI: 10.18490/sosars.1290153 İndeks Tarihi: 07-06-2023

GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ

Öz:
Ebeveynlerinden hiçbiri üniversite düzeyinde eğitim derecesine sahip olmayan öğrenciler birinci nesil üniversite öğrencileridir. Bu çalışmada, bu öğrenci grubunun COVID-19 salgını sürecindeki deneyimleri anlaşılmaya çalışılacaktır. COVID-19 salgını; sosyal, kültürel, ekonomik ve siyasal yaşamı derinden etkileyen dünyanın daha önce deneyimlemediği küresel bir süreçtir. Etkilediği alanlar ve güçlüklerle farklı grupların, özellikle dezavantajlı grupların daha olumsuz bir biçimde etkilendiği yapılan çalışmalarla ortaya çıkmıştır. Salgından etkilenen en önemli demografik gruplardan biri de gençlerdir. Eğitim sürecinin içinde olan gençler, “evde kalma” politikasıyla yüz yüze eğitimden uzaktan/çevrimiçi eğitime geçmek zorunda kalmıştır. Bu geçiş, kendi içlerindeki eşitsizliklerin daha şiddetli biçimde görünür olmasına ve yeniden üretilmesine neden olmuştur. Uluslararası çalışmalarda, birinci nesil üniversite öğrencilerinin, dezavantajlı bir grup olduğu belirtilmektedir. Bu çalışmada ise, Türkiye’deki üniversite öğrencilerin dörtte üçünü oluşturan bu öğrenci grubunun salgın sürecindeki deneyim örüntülerinin anlaşılması amacıyla, 14 öğrenciyle gerçekleştirilen yarı-yapılandırılmış mülâkatlar tematik analiz yöntemiyle değerlendirilmiş ve dört ana tema ortaya çıkmıştır: ekonomik zorluklar, çevrimiçi eğitim, aile yanına geri dönme ve arkadaşlık ilişkileri. Bu temalar çerçevesinde yaşanan tüm güçlükler onların eğitime katılımlarına etki etmekte ve mezuniyet sonrası yaşamları için sorun oluşturma potansiyeline sahip görünmektedir. Bu nedenle, salgın dönemindeki deneyimlerden de anlaşıldığı üzere, yukarı sosyal hareketlilik için üniversitelerin sağladığı her türlü olanak birinci nesil öğrenciler için çok değerlidir. Öyleyse, kurumların onların ihtiyaçlarına yönelik politikalar üretmeleri, akademik, sosyal ve kültürel sermayeleri için yatırım yapmaları hem bireysel hem de ulusal düzeydeki refahın artmasına katkı sağlayacaktır.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
0
0
0
  • Arum, R., & Roksa, J. (2011), Academically adrift: Limited learning on college campuses. Chicago: University of Chicago Press.
  • Aslankurt, B. (2013), Intergenerational mobility in education: How does Turkey compare inequality of opportunity? Tepav, Evaluation Note.
  • Aspelmeier, J. E., Love, M. M., McGill, M. A., Elliott, A. N., & Pierce, T. W. (2012), Self-Esteem, Locus of Control, College Adjustment, and GPA among First- and Continuing-Generation Students: A Moderator Model of Generational Status. Research in Higher Education, 53(7), 755-781.
  • Ayala, C., & Striplen, A. (2002), A Career Introduction Model for First-Generation College Freshmen Students. Greensboro, NC: ERIC Publication.
  • Azevedo, J. P., Hasan, A., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021), Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes: A set of global estimates. The World Bank Research Observer, 36(1), 1-40.
  • Barber, P. H., Shapiro, C., Jacobs, M. S., Avilez, L., Brenner, K. I., Cabral, C., Cebreros, M., Cosentino, E., Cross, C., Gonzalez,M. L., Lumada, K. T., Menjivar, A. T., Narvaez, J., Olmeda, B., Phelan, R., Purdy, D., Salam, S., Serrano, L., Velasco, M. J. & Levis-Fitzgerald, M. (2021), Disparities in remote learning faced by first-generation and underrepresented minority students during COVID-19: Insights and opportunities from a remote research experience. Journal of Microbiology & Biology Education, 22(1), 1–25.
  • Bar-Haim, E., & Shavit, Y. (2013), Expansion and inequality of educational opportunity: A comparative study. Research in Social Stratification and Mobility, 31(1), 22-31.
  • Baum, S. (2020), The pandemic’s outsized impact on vulnerable students. Inside Higher Education. 20 Şubat 2023 tarihinde https://www.insidehighered.com/views/2020/10/27/pandemic%E2%80%99s-outsize-impactvulnerable-students-opinion adresinden alındı.
  • Beattie, I. R. (2018), Sociological perspectives on first-generation college students. B. Schneider içinde Handbook of the sociology of education in the 21st century, (s.171-191), Springer International Publishing.
  • Billson, J. M., & Terry, M. B. (1982), In Search of the Silken Purse: Factors in Attrition among First- Generation Student. College and University, 58(1), 57-75.
  • Birleşmiş Milletler (UN) (2020), World Youth Report. UN.
  • Bourdieu, P. (1977), Cultural reproduction and social reproduction. J. Karabel & A. H. Halsey, içinde Power and ideology in education,(s. 487–511), New York: Oxford University Press.
  • Bourdieu, P. (1986), The forms of capital. J. Richardson, içinde Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood Press.
  • Breen, R. (2010). Educational expansion and social mobility in the 20th century. Social Forces, 89(2), 365-388.
  • Bui, K. V. T. (2002), First-Generation Students at a Four-Year University: Background Characteristics, Reasons for Pursuing Higher Education, and First-Year Experiences. College Student Journal, 36(1), 3-11.
  • Casey, N. (2020), College made them feel equal. The Virus exposed how unequal their lives are. New York Times. 20 Şubat, 2023 tarihinde https://www.nytimes.com/2020/04/04/us/politics/coronavirus-zoom-college-classes.html adresinden alındı.
  • Cataldi, E. F., Bennett, C. T., & Chen, X. (2018), First-generation students: College access, persistence, and post bachelor’s outcomes. Stats in brief (NCES 2018–421). National Center for Educational Statistics, 2 Şubat, 2023 tarihinde https://nces.ed.gov/pubs2018/2018421.pdf adresinden alındı.
  • Çevik (Çakıroğlu), A. (2015), Higher education in Turkey in the context of gender, upward mobility and reproduction of inequalities: A comparative study of the education and engineering faculties. Basılmamış Doktora Tezi, ODTÜ.
  • Clauss-Ehlers, C. S., & Wibrowski, C. R. (2007), Building educational resilience and social support: The effects of the educational opportunity fund program among first-and second-generation college students. Journal of College Student Development, 48(5), 574-584.
  • Coleman, J. (1988), Social capital in the creation of human capital. American Journal of Sociology, 94, S95–S120.
  • Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020), Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367.
  • Davis, C. R., Hartman, H., Turner, M., Norton, T., Sexton, J., Méndez, D., & Méndez, J. (2021), “Listen to the feedback of students”: First-generation college students voice inequalities in schooling brought on by the COVID-19 pandemic. Journal of College Student Retention: Research, Theory & Practice, 1-25.
  • Devkota, K. R. (2021), Inequalities Reinforced Through Online And Distance Education in The Age Of COVID-19: The Case Of Higher Education in Nepal. International Review of Education, 67(1-2), 145-165.
  • Engle, J. (2007), Postsecondary access and success for first-generation college students. American Academic, 3(1), 25-48.
  • European Commission/EACEA/Eurydice (2015), The European Higher Education Area in 2015: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union.
  • Gillis, A., & Krull, L. M. (2020), COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality İn College Courses. Teaching Sociology, 48(4), 283-299.
  • Gofen, A. (2009), Family capital: How first generation higher education students break the intergenerational cycle. Family Relations, 58(1), 104-120.
  • Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2021), COVID-19 and educational inequality: How school closures affect low-and high-achieving students. European Economic Review, 140, 103920.
  • Grim, J. K., Bausch, E., & Lonn, S. (2022), The Real-Time Social and Academic Adaptations of First- Generation College Students During the Global Pandemic. American Behavioral Scientist, 1-19. Guest, G., MacQueen, K. M., & Namey, E. E. (2011), Applied Thematic Analysis. Sage Publications.
  • Hall, J., Roman, C., Jovel-Arias, C., & Young, C. (2020), Pre-Service Teachers Examine Digital Equity Amidst Schools' COVID-19 Responses. Journal of Technology and Teacher Education, 28(2), 435- 442.
  • Hottinger, J. A., & Rose, C. P. (2006), First-Generation College Students. Cohn, L. A. & Albin, G. R., içinde Understanding College Student Subpopulations: A Guide for Student Affairs Professionals (115 - 134).
  • NA: NASPAIivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020), Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183. Ilieva, G., Yankova, T., Klisarova-Belcheva, S., & Ivanova, S. (2021), Effects of COVID-19 Pandemic on university students’ Learning. Information, 12(4), 163.
  • İlkkaracan, İ., ve E. Memiş (2021), “Transformations in the Gender Gaps in Paid and Unpaid Work During the COVID-19 Pandemic: Findings from Turkey. Feminist Economics 27(1-2), 288-309.
  • Inman, W. E., & Mayes, L. (1999), The Importance of Being First: Unique Characteristics of First Generation Community College Students. Community College Review, 26(4), 3-22.
  • Ishitani, T. T. (2003), A Longitudinal Approach to Assessing Attrition Behavior among First-generation Students: Time-varying Effects of Pre-College Characteristics. Research in Higher Education, 44(4), 433-449.
  • Ives, J., & Castillo-Montoya, M. (2020), First-generation college students as academic learners: A systematic review. Review of Educational Research, 90(2), 139-178.
  • Jehangir, R. R., Telles, A. B., & Deenanath, V. (2020), Using photovoice to bring career into a new focus for first-generation college students. Journal of Career Development, 47(1), 59–79.
  • Kiebler, J. M., & Stewart, A. J. (2022), Student experiences of the COVID-19 pandemic: Perspectives from first-generation/lower-income students and others. Analyses of Social Issues and Public Policy, 22(1), 198–224.
  • Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020), An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), 232.
  • Marinoni, G., Van’t Land, H., & Jensen, T. (2020), The impact of Covid-19 on higher education around the world. IAU Global Survey Report.
  • Matthewman, S., & Huppatz, K. (2020), A sociology of Covid-19. Journal of Sociology, 56(4), 675-683.
  • McCallen, L. S., & Johnson, H. L. (2020), The role of institutional agents in promoting higher education success among first-generation college students at a public urban university. Journal of Diversity in Higher Education, 13(4), 320–332.
  • McConnell, P. (2000). What community college should do to assist first-generation students. Community College Review, 28, 75 – 78.
  • Means, D. R., & Pyne, K. B. (2017), Finding my way: Perceptions of institutional support and belonging in low-income, first-generation, first-year college students. Journal of College Student Development, 58(6), 907–924.
  • Museus, S. D., & Chang, T. H. (2021), The impact of campus environments on sense of belonging for first-generation college students. Journal of College Student Development, 62(3), 367–372.
  • Nunez, A. & Cuccaro-Alamin, S. (1998), First-Generation Students: Undergraduates Whose Parents Never Enrolled in Postsecondary Education. Washington, DC: National Center for Education Statistics.
  • OECD (2020), Education Responses to Covid-19: Embracing Digital Learning and Online Collaboration. Orme, C. (2021), A visual study of first-generation college students' remote learning experiences during the COVID-19 pandemic. Journal of Higher Education Theory and Practice, 21(5), 224-238.
  • Özer, M., & Suna, H. E. (2020), COVID-19 Pandemic and Education. Reflections on the Pandemic, 157- 178.
  • Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004), First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249-284.
  • Pike, G. R., & Kuh, G. D. (2005), First- and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development. The Journal of Higher Education, 76(3), 276-300.
  • Pratt, I.S., Harwood, H.B., Cavazos, J.T., & Ditzfeld, C.P. (2019), Should I stay or should I go! Retention in first-generation college students. Journal of College Student Retention: Research, Theory & Practice, 21(1), 105–118. Raftery, A. E., & Hout, M. (1993), Maximally maintained inequality: Expansion, reform, and opportunity in Irish education, 1921-75. Sociology of Education, 66(1), 41-62.
  • Redford, J., & Hoyer, K.M. (2017), First-generation and continuing-generation college students: A comparison of high school and postsecondary experiences. National Center for Education Statistics. 30 Ocak 2023 tarihinde https://nces.ed.gov/pubs2018/2018009.pdf adresinden alındı.
  • Ricks, J. R., & Warren, J. M. (2021), Transition to college: Experiences of successful first-generation college students. Journal of Educational Research & Practice, 11(1), 1–15.
  • Riehl, R. J. (1994), The Academic Preparation, Aspirations, and First-Year Performance of First- Generation Students. College and University, 70(1), 14-19.
  • Sánchez, A. R., Anetta E., Fasang, & Harkness, S. (2021), Gender Division of Housework During the COVID-19 Pandemic. Demographic Research 45: 1297-1316.
  • Santa-Ramirez, S., Wells, T., Sandoval, J., & Koro, M. (2022a), Working through first-generation students of color experiences, university mission, intersectionality, and post-subjectivity. International Journal of Qualitative Studies in Education, 35(2), 109–124.
  • Santa Ramirez, S., Block, S., Vargas, A., Muralidhar, K., & Ikegwuonu, C. (2022b), “It Was Rough”: The experiences of first generation collegians transitioning into higher education amid COVID 19. New Directions for Higher Education, (199), 41-56.
  • Schwartz, S. E., Kanchewa, S. S., Rhodes, J. E., Gowdy, G., Stark, A. M., Horn, J. P., Parnes, M. & Spencer, R. (2018), “I'm having a little struggle with this, can you help me out?”: Examining impacts and processes of a social capital intervention for first generation college students. American Journal of community psychology, 61(1-2), 166-178.
  • K. M., Horgos, B., Chirikov, I., & Jones-White, D. (2020), First-generation students’ experiences during the COVID-19 pandemic. SERU Consortium, University of California - Berkeley and University of Minnesota . Terenzini, P. T., Springer, L., Yaeger, P. M., Pascarella, E. T., & Nora, A. (1996), First-Generation College Students: Characteristics, Experiences, and Cognitive Development. Research in Higher Education, 37(1), 1-22.
  • Thayer, P. B. (2000), Retention of Students from First Generation and Low-Income Backgrounds (ERICED446633). Opportunity Outlook (May.
  • Torche, F. (2011). Is a college degree still the great equalizer? Intergenerational mobility across levels of schooling in the United States. American Journal of Sociology, 117(3), 763-807.
  • Toutkoushian, R. K., Stollberg, R. A., & Slaton, K. A. (2018), Talking ‘bout my generation: Defining “firstgeneration college students” in higher education research. Teachers College Record, 120(4), 1– 38.
  • Tym, C., McMillion, R., Barone, S., & Webster, J. (2004), First-Generation College Students: A Literature Review. TG (Texas Guaranteed Student Loan Corporation). UN IANYD, (2020), Statement on Covid-19 and Youth. 1 Şubat 2023 tarihinde https://www.un.org/development/desa/youth/wp-content/uploads/sites/21/2020/04/IAYNDStatement-COVID19-Youth.pdf adresinden alındı.
  • UNFPA & IFRC. (2020), COVID-19: Working and for Young People. 23 Şubat 2023 tarihinde https://www.unfpa.org/sites/default/files/resource-pdf/COMPACTCOVID19-05.pdf adresinden alındı.
  • Waddell, N., Overall, N. C., Chang, V. T., & Hammond, M. D. (2021), Gendered division of labor during a nationwide COVID-19 lockdown: Implications for relationship problems and satisfaction. Journal of Social and Personal Relationships, 38(6), 1759-1781.
  • Warburton, E. C., Bugarin, R., & Nunez, A. (2001), Bridging the gap: Academic preparation and postsecondary success of first-generation students (NCES Statistical Analysis Report 2001-153). Washington, DC: U.S. Department of Education.
  • YÖK (2020, Mart 18), Basın Açıklaması. 1 Şubat 2023 tarihinde https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitimeiliskin-aciklama.aspx adresinden alındı.
  • YÖK (2022) https://istatistik.yok.gov.tr/.
APA Çakıroğlu Çevik A (2023). GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. , 61 - 81. 10.18490/sosars.1290153
Chicago Çakıroğlu Çevik Aylin GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. (2023): 61 - 81. 10.18490/sosars.1290153
MLA Çakıroğlu Çevik Aylin GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. , 2023, ss.61 - 81. 10.18490/sosars.1290153
AMA Çakıroğlu Çevik A GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. . 2023; 61 - 81. 10.18490/sosars.1290153
Vancouver Çakıroğlu Çevik A GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. . 2023; 61 - 81. 10.18490/sosars.1290153
IEEE Çakıroğlu Çevik A "GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ." , ss.61 - 81, 2023. 10.18490/sosars.1290153
ISNAD Çakıroğlu Çevik, Aylin. "GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ". (2023), 61-81. https://doi.org/10.18490/sosars.1290153
APA Çakıroğlu Çevik A (2023). GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. Sosyoloji Araştırmaları Dergisi, 26(1), 61 - 81. 10.18490/sosars.1290153
Chicago Çakıroğlu Çevik Aylin GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. Sosyoloji Araştırmaları Dergisi 26, no.1 (2023): 61 - 81. 10.18490/sosars.1290153
MLA Çakıroğlu Çevik Aylin GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. Sosyoloji Araştırmaları Dergisi, vol.26, no.1, 2023, ss.61 - 81. 10.18490/sosars.1290153
AMA Çakıroğlu Çevik A GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. Sosyoloji Araştırmaları Dergisi. 2023; 26(1): 61 - 81. 10.18490/sosars.1290153
Vancouver Çakıroğlu Çevik A GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ. Sosyoloji Araştırmaları Dergisi. 2023; 26(1): 61 - 81. 10.18490/sosars.1290153
IEEE Çakıroğlu Çevik A "GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ." Sosyoloji Araştırmaları Dergisi, 26, ss.61 - 81, 2023. 10.18490/sosars.1290153
ISNAD Çakıroğlu Çevik, Aylin. "GÖRÜNMEYEN ÇOĞUNLUK “BİRİNCİ NESİL ÜNİVERSİTE ÖĞRENCİLERİ”NİN COVID-19 SALGIN DENEYİMLERİ". Sosyoloji Araştırmaları Dergisi 26/1 (2023), 61-81. https://doi.org/10.18490/sosars.1290153