An Afterthought: Staff of Color and Campus Wellness Within Higher Education Responses to COVID-19

Abstract

While higher education has continued to adjust to COVID-19, which has included moving to virtual platforms and supporting students’ mental health, what is absent from these conversations is the campus staff enacting the rapidly changing university context. These professionals in academic and student affairs, residential life staff, and advising staff have had to readjust roles, responsibilities, and programs, all while facing ambiguous threats of budget cuts and struggling with their own wellness. Through a qualitative study at a midwestern university using Critical Race Theory, this study focuses on both the pandemic as well as the endemic concerns of racism Staff of Color experience at their higher education institutions. Findings reveal disconnects between university values and communication with the (lack of) financial prioritization and care. While many seek a return to the pre-COVID-19 campus, the strategies, execution, and prioritization of staff hold much longer ramifications regarding campus retention, inclusion, and equity.

Scoping Review of Workplace Mental Health and Well-being Programs in Higher Education Institutions

“…The COVID-19 pandemic also coincided with what was termed a “sudden interest” in racism, triggered by the tragic murder of George Floyd 24 . This increased attention paid to disparities based on race and racial violence further perpetuated trauma and intensified emotional burdens on impacted communities 24–26 . Cho and Brassfield also noted a greater impact on staff because staff were often an “afterthought,” with less attention and resources devoted to their well-being than that of faculty 26 …”

“…Effective programming requires decision-makers to listen to their constituencies when contemplating a set of proposed solutions 11,25,26 . This reinforces the importance of eliciting feedback from the HEI community at all levels, tailoring interventions, and continuously monitoring and adjusting, as needed.…”

“…Effective programming requires decision-makers to listen to their constituencies when contemplating a set of proposed solutions. 11,25,26 This reinforces the importance of eliciting feedback from the HEI community at all levels, tailoring interventions, and continuously monitoring and adjusting, as needed. Most importantly, interventions will only be successful if HEIs establish a culture of health and well-being across the entire population within the institution.…”

“…[24][25][26] Cho and Brassfield also noted a greater impact on staff because staff were often an "afterthought," with less attention and resources devoted to their well-being than that of faculty. 26…”

Testimonios de las atravesadas: A borderland existence of women of color faculty

“…In K‐12 education where women are more of the labor force, teachers tend to be white, middle‐class, English‐speaking, cisgender, heterosexual women while teacher aides and assistants tend to be WOC with lower pay and lower valuation (Quinn & Ferree, 2017), illuminating the further intersectionality of race and class. At higher education institutions, the stratification of campus staff positions and promotions similarly reflects broader sociocultural and political economic systems of oppression (Cho & Brassfield, forthcoming).…”