how the Coronavirus is affecting our lives from Auto-ethnographical view point I need 4 pages on how the Coronavirus is affecting our lives from Auto-ethnographical perspective: Autoethnography is a form of qualitative research in which an author uses self-reflection and writing to explore anecdotal and personal experience and connect this autobiographical story to wider cultural, political, and social meanings and understandings.
QUESTION
I need 4 pages on how the Coronavirus is affecting our lives from Auto-ethnographical perspective: Autoethnography is a form of qualitative research in which an author uses self-reflection and writing to explore anecdotal and personal experience and connect this autobiographical story to wider cultural, political, and social meanings and understandings.
This time I want you to focus on people.
•What if you are the person representing the experiences and voices of a particular microculture, subculture, social group? Example: How is the corona virus pandemic impacting college students lives?Anxiety ridden about completing courses or playing on a beach in Florida?Feel protected or feel robbed? Feel informed, scared, both, neither? •What connections and disconnections going on? How do they help each other? How do they define your role(s) within that culture – for self and for others? Who defines the roles for them? Where do you feel connected? Why? Disconnected? Why? •The President of the US gives one message; the President of the University gives another? •You’re finding ways to socially connect under mandates of “social distancing”
ANSWER
The Coronavirus Pandemic: Impact on College Students’ Lives
Introduction
The Coronavirus pandemic has had a profound impact on individuals and communities worldwide. In this autoethnographic exploration, we will focus on the experiences and voices of college students, representing a particular social group affected by the pandemic. Through self-reflection and personal anecdotes, we will examine the anxieties, feelings of protection or loss, connections, disconnections, and the role of various authorities within the college student microculture during these unprecedented times.
Anxieties and Emotional Responses
As college students navigate the challenges brought about by the pandemic, they experience a range of anxieties. The pressure to complete courses and maintain academic progress while adapting to remote learning environments can cause high levels of stress and uncertainty. Additionally, concerns about their health and that of their loved ones contribute to a pervasive sense of fear and anxiety (Leary, 2015). Some students may find solace in seeking a semblance of normalcy, perhaps by enjoying leisure activities like going to a beach in Florida, while others might feel guilty about potentially endangering themselves or others.
Connections and Disconnections
The pandemic has highlighted both connections and disconnections within the college student subculture. On one hand, students rely on each other for emotional support and information sharing. Virtual study groups, online forums, and social media platforms have become essential avenues for connection and mutual aid. Through these channels, students can share their experiences, fears, and coping strategies, fostering a sense of solidarity. However, the inability to physically gather, attend events, or engage in traditional social activities has created a sense of disconnection, which can lead to feelings of isolation and loneliness.
Defining Roles and Authorities
The roles within the college student microculture during the pandemic are multi-faceted. Students often define their roles based on their academic aspirations, personal values, and social expectations. They may see themselves as learners, activists, or individuals trying to balance various responsibilities (Thaler & Levin-Keitel, 2016). However, the influence of external authorities, such as the President of the United States and the President of the University, introduces conflicting messages and potentially complicates the definition of roles. Varying responses and guidelines from these figures can create confusion, distrust, and a lack of coherence in the perceived roles within the student subculture.
Feelings of Protection and Robbery
College students have diverse reactions to the measures implemented during the pandemic. Some may feel protected by the safety measures, including social distancing and mask mandates, viewing them as necessary precautions to safeguard their health and well-being. On the other hand, there are students who may feel robbed of their college experience. The absence of in-person classes, campus events, and social interactions can lead to a sense of loss, as they are deprived of the opportunities for personal growth, networking, and the vibrant campus environment they anticipated.
The Search for Social Connection
Despite the challenges posed by social distancing mandates, college students have demonstrated resilience in finding alternative ways to connect. Virtual platforms have played a crucial role in maintaining social ties, allowing students to participate in virtual hangouts, clubs, and organizations. Online gaming, video calls, and social media platforms have enabled students to create a sense of community despite physical barriers (Clark et al., 2017). These adaptive strategies help combat feelings of disconnection and provide a source of support during these challenging times.
Conclusion
The Coronavirus pandemic has profoundly affected the lives of college students, highlighting the complexities and nuances within their microculture. By exploring their anxieties, connections, disconnections, role definitions, and responses to authority figures, we gain a deeper understanding of the diverse experiences and voices within this social group. While the pandemic has presented unprecedented challenges, college students have shown resilience, finding ways to socially connect and adapt to the circumstances. Through autoethnographic exploration, we can shed light on the multifaceted impacts of the pandemic and contribute to broader cultural, political, and social understandings.
References
Clark, J. L., Algoe, S. B., & Green, M. C. (2017). Social Network Sites and Well-Being: The Role of Social Connection. Current Directions in Psychological Science, 27(1), 32–37. https://doi.org/10.1177/0963721417730833
Leary, M. R. (2015). Emotional responses to interpersonal rejection. Dialogues in Clinical Neuroscience, 17(4), 435–441. https://doi.org/10.31887/dcns.2015.17.4/mleary
Thaler, T., & Levin-Keitel, M. (2016). Multi-level stakeholder engagement in flood risk management—A question of roles and power: Lessons from England. Environmental Science & Policy, 55, 292–301. https://doi.org/10.1016/j.envsci.2015.04.007

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