cover image: Some Surviving, Others Thriving: Inequality in Loss and Coping During the Pandemic

20.500.12592/11iici1

Some Surviving, Others Thriving: Inequality in Loss and Coping During the Pandemic

1 Sep 2024

We investigate the contrasting realities of the pandemic on psychosocial experiences and ways of coping among American Voices Project respondent surveys (N = 720) and interviews (N = 172). Despite similar levels of distress early in the pandemic, by late 2020 clear differences across education, race and ethnicity, and gender emerged, both quantitatively and qualitatively. Those with structural advantages reported greater gains from the pandemic, including self-improvement opportunities like therapy and time outdoors. In contrast, respondents without college degrees, Black and Hispanic individuals, and women reported experiencing greater psychosocial shocks into the later months of 2020 and feeling disproportionately undervalued, socially disconnected, and stressed, respectively. The former two groups also systematically differed in their coping strategies, which included hard work, emotion suppression, and faith.
gender education pandemic inequality race

Authors

Catherine C. Thomas, Michael C. Schwalbe, Macario Garcia, Geoffrey L. Cohen, Hazel Rose Markus

DOI
https://doi.org/10.7758/RSF.2024.10.4.03
ISBN
2377-8253 2377-8261
Pages
24
Published in
United States of America
Rights
© 2024 Russell Sage Foundation. Thomas, Catherine C., Michael C. Schwalbe, Macario Garcia, Geoffrey L. Cohen, and Hazel Rose Markus. 2024. “Some Surviving, Others Thriving: Inequality in Loss and Coping During the Pandemic.” RSF: The Russell Sage Foundation Journal of the Social Sciences 10(4): 60–83. https://doi.org/10.7758/RSF.2024.10.4.03. The authors thank the American Voices Project leadership and research staff who collected the data for this article. We are grateful to the respondents who shared their life stories and experiences during pandemic with us. We also thank Tara Hein, Bailey Nicolson, and Thomas Henri who helped with the qualitative coding. Direct correspondence to: Catherine C. Thomas, at thomascc@umich.edu, 530 Church St, Ann Arbor, MI 48109, United States; Michael C. Schwalbe, at schwalbe@stanford.edu, 450 Jane Stanford Way, Building 420, Stanford University, Stanford, CA 94305, United States.

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