The COVID-19 pandemic which has swept across Europe changed many facets of life from working conditions to freedom of movement. Education has been one of the sectors disrupted by the crisis, with educational provision both in Europe and globally having gone on-line. In higher education, this new moment has highlighted certain advantages to on-line study, including lower living costs for students who would otherwise study away from their family home. On the other hand, it has sharpened inequalities between students, emphasizing existing, but also creating new types of vulnerability.
The concept of vulnerability has been central to the sociology of disasters. For Tierney (2019), the term encompasses both the higher probability of suffering negative effects of disasters as well as the likelihood that some groups will be less able than others to negotiate the recovery process successfully. Importantly, however, authors such as Thomas et al. (2013) have noted that individuals should not be held solely responsible for their vulnerability, but rather that an understanding of vulnerability should include scrutiny of the broader social, economic and political context that creates and reinforces vulnerability. Similarly, the sociology of higher education has been concerned with vulnerable groups of students, such as working-class students, mature students, students with disabilities or students from certain ethnic minority backgrounds, highlighting the ways in which institutional contexts can adversely affect their academic experiences (e.g. Cooke et al. 2007, Reay, David and Ball 2005, Thomas 2002). For example, Leathwood and O’Connell’s (2003) study of non-traditional students’ experiences throughout their degree course found that alongside financial difficulties and confidence in ability, lack of support from teaching staff contributed to their educational struggles.
This proposal draws on both the sociology of disasters and the sociology of higher education in order to explore which factors contribute to student vulnerability amidst the COVID-19 pandemic and how this vulnerability is experienced. More specifically, we examine how students’ assessments of their study progress during lockdown are affected by their financial situation, including the infrastructure required for studying from home; by the presence or lack of a support network; and, finally, by the (non)possession of digital skills. This particular focus has been inspired by Bourdieu’s (1986) elaboration of economic, social and cultural capital, as well as other authors working with these terms (e.g. Lareau and Weininger 2003). In our analysis, we reflect on the importance and meanings of these concepts in a lockdown student setting. We also explore how institutional characteristics such as supportive lecturers and organization of lectures, seminars and practical classes relate to students’ positive or negative assessments of their progress in their program of study. Finally, we include on our list of possible explanatory factors positive and negative feelings concerning one’s academic activities, as well as health challenges. Our broader aim is to contribute to research on student vulnerability with a particular focus on what is old and what new in student experiences at times of crisis.