Due to the COVID-19 pandemic and college campus closure in early 2020, students returned to live at home in unprecedented circumstances. A sample of 336 college students reported about their experiences living at home and the extent to which they perceived their mental health declining during the stay-at-home order (quarantine). Multiple regression analysis indicated that being a freshman (compared to a senior), having more negative interaction with a parent, fearing for one’s own and one’s family’s health, perceiving less parental acceptance about being home, having low autonomy, and displaying less positive coping (not working to improve one’s self and strengthen family relationships, more idleness) associated with self-reported decreases in mental health during quarantine. Thematic analysis of open-ended responses suggested that students viewed the quarantine as relevant to their mental health, especially because of positive or negative family experiences, and to a lesser degree disruption of education and work norms.

Although there has been significant research examining the practice of culturally responsive teaching, little empirical work to date has examined the role that community-engaged, teacher preparation models play in shaping prospective teachers’ orientation toward cultural responsiveness. This study of 60 preservice teacher candidates enrolled in a program of community-engaged teacher preparation at a midsized Midwestern public university specifically examined the ways in which caring relationships between preservice teachers and volunteer community mentors scaffolded candidates’ contextualized understanding of culture, community, and identity of children and families. Findings provide evidence that as candidates experience authentic caring within the space of supportive relationships, they emerge equipped to care in more authentic, culturally responsive ways for their students.

Wojtasik (verantwortlich) 0911/ 5302-735, Claudia Bergmüller (Rezensionen), Matthias Huber (Infos) Abbildungen: (Falls nicht bezeichnet) Privatfotos oder Illustrationen der Autoren. Titelbild: Urheber konnte nicht ermittelt werden Diese Publikation ist gefördert vom Evangelischen Entwicklungsdienst-Ausschuss für Entwicklungsbezogene Bildung und Publizistik, Bonn. Das Heft ist auf umweltfreundlichem chlorfreien Papier gedruckt.

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Objective This research examines college students' experiences of dislocation during the COVID‐19 pandemic. Background Due to governmental stay‐at‐home orders during the pandemic, families with “dislocated” (compelled to return home) college students would likely encounter unique stressors while also being limited in their normal ways of coping. Methods Using an online survey, the current study sought to discover how diverse individual characteristics and family living situations of 323 dislocated students associated with varying homelife experiences (e.g., intrusive parenting, students making an extra effort to spend time with family), and how such experiences associated with relationship changes during the quarantine. Results Analyses detected some differences in the students' homelife experiences based on background and living situations, especially related to being a first‐year student, having been excited about returning home, and feeling accepted by parents about being home. Negative family relationship quality during the quarantine was most predicted by negative attitudes from students and parents about students being home, the student feeling less adultlike (based on treatment and own identity conception), and having low autonomy. Conclusion Returning home for quarantine was challenging for most students, and circumstances and attitudes appeared to contribute to how such challenges associated with family relationship changes. Implications Implications for practitioners and universities are discussed in regard to preparing college students and their families for similar conditions.