WEBVTT

1
00:00:00.001 --> 00:00:14.289
I'm Julian Fiola, and I am a research associate at the Center for Higher education, research, and Scholarship, and Imperial College, London, in London, United Kingdom. Since 2,019 I have led 2 projects investigating young people's sense of belonging and imperial.

2
00:00:14.310 --> 00:00:26.270
My co-author, Luke Macron, and I really appreciate the opportunity to engage with you all asynchronously. And we'll include our email addresses on each slide. So if you have questions, you can email us and we'll get back to you as soon as we can.

3
00:00:26.690 --> 00:00:45.720
The theme of today centers around connection. And to explore this topic, I will share findings from our research on young people in the university context, focusing on young adults in their transition as university students and their experiences of belonging in connection over the past 4 years before and throughout the COVID-19 pandemic

4
00:00:46.250 --> 00:00:53.900
in focusing on young people as university students. In this context, we're looking at young people in a state of transition from childhood to adulthood.

5
00:00:54.139 --> 00:01:11.450
Today, I'll focus specifically on research that we're conducting at Imperial College, London, an elite research-intensive university focused on science, technology, engineering, mathematics, medicine, and business subjects where 65.8% of students come from state schools or funded by local authorities

6
00:01:12.260 --> 00:01:22.830
compared to 90.1% of university students across England as a whole. Imperial also has a below average percentage of undergraduate students from low participation neighborhoods.

7
00:01:25.120 --> 00:01:38.379
Belonging is a concept that is broadly defined and experienced as it's an individual experience, it's widely accepted amongst research in the higher education sector that belonging is central to the university experience itself.

8
00:01:38.460 --> 00:01:45.820
It is linked to positive academic outcomes, including higher grades and student engagement, self-confidence and acceptance.

9
00:01:45.860 --> 00:01:57.869
The honest correlation with positive academic outcomes belonging in social integration are key to young people feeling part of university life, and making that transition to independence and adulthood that I mentioned earlier.

10
00:01:59.760 --> 00:02:26.240
The hybrid blended approach of teaching and learning that has become more prominent in the past several years has led to further questions around young people's sense of belonging and connection at university, including how are young people experiencing the profound changes that the COVID-19 pandemic has made to their relationships with peers and teaching staff at university. And in what ways has this change in relationships influenced young people's sense of belonging at university

11
00:02:27.750 --> 00:02:43.359
today I'll be sharing some findings from our research from the belonging engagement and community study with the back study and the Imperial Bursary study. Both projects were born out of a desire to better understand students, experiences of belonging and Imperial College, London.

12
00:02:43.490 --> 00:02:55.149
The Beck study aims to understand the nature and extent of student sense of belonging and imperial, how this influences student engagement in communities and the factors influencing students, sense of belonging and engagement.

13
00:02:56.310 --> 00:03:20.009
It's a regulatory requirement that Uk universities develop their own winding participation initiatives such as outreach events, scholarships andversary opportunities and collect data which will enable evaluation of this work. One of Imperial College's approaches to this is the Imperial bursary scheme which provides non-repayable bursaries to undergraduate students from households with an income below a certain threshold

14
00:03:20.220 --> 00:03:47.299
in fulfillment of the regulatory evaluation requirements. The strategic planning division of Imperial College collects data every year about the experience of Imperial bursary recipients by interviews. The purpose of the bursary project is to expand the purpose of these regulatory interviews to both evaluate the effects and effectiveness of the Appeal bursary scheme, and to conduct research into the broader experiences and development of students and receipt anniversary.

15
00:03:47.600 --> 00:04:03.299
Both projects utilize semi-structured interviews as part of the data collection methods. The back project also uses a college-wide questionnaire to capture student responses to a single open-ended item and a 10 item sense of belonging scale.

16
00:04:03.610 --> 00:04:10.790
Today I'll be sharing interview data from both projects to highlight. How young people's experiences have changed

17
00:04:10.850 --> 00:04:15.930
regarding feeling connected at and even to the University during the COVID-19 pandemic.

18
00:04:16.500 --> 00:04:32.050
I'll be using the term students and young people interchangeably as the majority of the students that we interviewed in both projects for undergraduate students in their early to mid 20 s. But we have interviewed mature students as well. For example, several postgraduate students in the business school

19
00:04:34.240 --> 00:04:50.160
today I will focus on the findings from the semi-structured interviews that we've conducted with a total of 109 students across both projects since 2,019. The interviews were conducted between November and April of each academic year for the past 4 years, including this one.

20
00:04:50.440 --> 00:04:58.379
most interviews took place via Microsoft teams, but about one quarter were done in person, including walking interviews in the Beck project.

21
00:04:58.480 --> 00:05:09.989
Through the walking interviews participants were invited to take us around their campus and the surrounding areas to help prompt discussion of belonging in the university experience as it related to a sense of place.

22
00:05:10.120 --> 00:05:16.390
You'll notice an uptick in the participation in the 2020 to 2021 academic year during the lockdowns.

23
00:05:16.870 --> 00:05:31.160
This data provides a unique window of understanding into how the abrupt transition into online interactions in 2020 and subsequent transition to hybrid learning impacted student sense of connection to their peers teaching staff and the university itself.

24
00:05:33.560 --> 00:05:46.969
Before I delve into the findings from our research that are most significant for this presentation. I'll pause here to share that at imperial students experience belonging as shared values and interests with others, feeling at home.

25
00:05:47.110 --> 00:05:57.749
feeling valued by students and staff. And it's also worth noting that nearly half of the interview participants in the Beck Project discussed connection as an important

26
00:05:57.860 --> 00:06:00.499
aspect to feeling a sense of belonging.

27
00:06:01.960 --> 00:06:11.690
I'd like to share some key factors that help young people feel connected to each other at university. spending time with peers and friends at a particular place.

28
00:06:12.020 --> 00:06:18.709
having informal conversations outside of formal educational context, with their peers, and with educators

29
00:06:19.180 --> 00:06:39.549
engaging with others in halls of residents and other accommodation. Throughout the last 4 years we've experienced varying periods of being physically and socially distanced from each other. The pandemic caused students to feel a greater sense of disconnection from Imperial, more deeply due to the lack of in-person interactions from late 2020 to early 2022.

30
00:06:41.110 --> 00:06:51.109
I'll now take some time to review our key observations and student interview quotes from each academic year, beginning in 2019. Here is a very brief overview

31
00:06:58.870 --> 00:07:09.430
even prior to the pandemic and the lockdowns, which made us all realize we didn't know what we had till it was gone. Students appreciated physical spaces to connect with and socialize with each other.

32
00:07:09.660 --> 00:07:19.630
For example, this chemistry student, during a walking interview, led me to the Chemistry Cafe and a set of tutorial rooms, where they spend a lot of time to connect and learn with their peers.

33
00:07:20.780 --> 00:07:29.330
The 2020 to 2021 academic year was marked by several lockdowns, minimal in-person interaction and primarily online learning

34
00:07:29.580 --> 00:07:38.989
students felt that they missed opportunities like workshops, and they also missed particular places. For example, one student missed a particular workshop setting.

35
00:07:39.210 --> 00:07:52.370
Another student recognized the importance of physical proximity to others to build connections which has led to another student concern about making and keeping friends, which is a key part of belonging as a university student.

36
00:07:52.680 --> 00:08:12.829
Students who expressed concern about finding accommodation for the following academic year 2021 to 2022 indicated that most of their anxiety about finding accommodation was due to the fact that they didn't feel confident that they had made the friendships necessary to know who they would want to live with in accommodation for the following academic year.

37
00:08:13.290 --> 00:08:25.849
due to the pandemic, those first-year students in 2,020 to 2,021 lacked the opportunity to create the social connections necessary in order to make the decision about who to live with for future years.

38
00:08:25.890 --> 00:08:32.380
the lack of socializing in the same physical space. Whether that was in a hall's kitchen, in a lecture theater allowed

39
00:08:32.850 --> 00:08:39.169
a common room or other physical space at a university also added to their concerns. About the next academic year.

40
00:08:39.840 --> 00:09:01.770
Students also discussed how they missed socializing with their peers in person, especially in clubs and societies which are a large contributor to young people's belonging at University. It was common for young people to turn to technology during the lockdowns, for example, using Whatsapp or discord to maintain a sense of connection and to create new communities with their friends.

41
00:09:01.840 --> 00:09:14.100
For example, this student in the cinema society revealed that some groups are more familiar with the technologies and running those events online than others. and it was an opportunity for them to connect with each other.

42
00:09:15.240 --> 00:09:34.030
the student said. We set up a discord for cinema society. We're trying to get people into it through this and a lot of quizzes and such. But that is that one is quite slow moving. Everyone is trying to figure out what they're doing compared to the Sci-fi Society, where it's full of people who are used to spending time online or used all of these different systems

43
00:09:36.270 --> 00:09:48.499
when Imperial gradually began to welcome students and staff back to campus for in-person learning opportunities. In 2021 to 2022. We noticed a shift in tone in how students spoke about the university.

44
00:09:48.650 --> 00:10:01.880
For example, this young person began their undergraduate studies at Imperial during the pandemic, and shared the challenge of connecting with others. During these past few years. they said, in my first year I only really knew 3 people.

45
00:10:01.920 --> 00:10:13.989
and that was 2 people in my flat and one other course, mate, when you're isolated in halls, you don't really get any sense of who people actually or really are with the in-person lectures. It can start as something very simple.

46
00:10:14.000 --> 00:10:18.180
Or you see, some people, maybe you sit next to someone, and that's how you can get talking.

47
00:10:18.460 --> 00:10:26.269
When the pandemic was there. There wasn't really any way to actually get to know people more than a name on a group chat and icon on a team's chat.

48
00:10:26.780 --> 00:10:40.050
There was an obvious tension between how young people interacted on the university-supplied platforms, for example, Microsoft teams compared to the online communities that were organic, such as the Discord Group from the Cinema Society.

49
00:10:40.230 --> 00:10:44.639
Many young people were relieved to have in-person connections. Again

50
00:10:45.730 --> 00:10:57.509
this current academic year, with an increase in hybrid learning and cross-imperial young people have had time to reflect on the past several years, and what it has meant to be able to connect with others.

51
00:10:57.890 --> 00:11:27.780
This student had a desire to connect with others, to form a sunny group which took 3 years to accomplish, due to the disconnected and disjointed period during the pandemic they shared. It was really tough in the first year with Covid to really meet anyone, let alone. People you kind of want to study with. I remember, I think I met 3 or 4 people literally the whole year that were not in the accommodation. I was staying in second year, got a little bit better, started to meet people, and by the end of the year I remember my friends and I actually studying.

52
00:11:28.710 --> 00:11:31.380
But that was at the end of the academic year. Anyway.

53
00:11:31.470 --> 00:11:49.899
The main thing was that you have that professional setting. Say you have a class together. But then you also want to have that informal setting which is basically having lunch together that kind of thing in my current year. My third year I found there's a lot more people who want to study in a group, people who thrive better like I do by studying in a group.

54
00:11:50.130 --> 00:12:02.719
This student shared the challenges of feeling connected to others. and led to an understanding that connection in the university context means belonging and learning together formally and informally.

55
00:12:02.740 --> 00:12:12.929
as I discussed, earlier students also spoke about the importance of informal events where students and staff can mingle in a non-academic setting. Here is an example.

56
00:12:14.210 --> 00:12:37.160
On Tuesday we have an event for Pancake Day. So staff and students can come together just to make some pancakes together, have a bit of fun, a kind of informal interaction, which I think always helps because they educators are happy to be called by their first names, but some students would never call staff by their first names because they think it's just unprofessional, but they're happy to that kind of barrier is nice to break down

57
00:12:37.610 --> 00:12:58.669
this young person highlights how an informal event can facilitate connection between young people at university and members of staff. Breaking down these barriers by calling each other by first names, can help to change the power dynamic and make young people feel more comfortable in approaching members of staff in times of need, having a positive knock on effect for students well, being

58
00:13:00.180 --> 00:13:12.980
relatedly, in-person interactions help young people to bond with others. When you picture a stereotypical university experience, you might imagine students studying together in the library or playing Frisbee on a quad.

59
00:13:13.170 --> 00:13:21.980
This student highlights that interacting in person helps them to have a more full university experience, and being with others, a person helps the bond

60
00:13:21.990 --> 00:13:40.699
they share. I really like the fact that we got the opportunity to go in person as well. So we have a more full university experience we get to bond with other people as well, and also makes it easier to see that you're not the only one that struggles. We have study groups in person, where it's a very safe place to ask questions and understand the content better.

61
00:13:41.160 --> 00:13:55.160
This young person feels validated in sharing concerns and struggles with others. In this life stage young people often struggle with the transition to university things like time, management, and becoming independent and looking after themselves, are challenging.

62
00:13:55.170 --> 00:13:58.399
having the opportunity to connect helps them to feel less alone.

63
00:14:01.610 --> 00:14:14.810
This young person emphasizes the importance of seeing others a person to recognize and appreciate the diversity of the campus, even as a local Londoner coming to university has helped them to connect with others who they may never have interacted with otherwise.

64
00:14:17.990 --> 00:14:31.560
I mentioned before that halls are also important spaces to create a sense of belonging and connection. Halls are a space for students who are all different can engage in repeated interactions in a common space to form more meaningful relationships.

65
00:14:31.620 --> 00:14:41.829
The quote from the student on the bottom was from an interview during one of the lockdowns and illustrates that even during the pandemic halls provided an opportunity for young people to connect with each other.

66
00:14:41.900 --> 00:14:58.559
This student said, I really liked being in halls. It's been so nice meeting everyone in my kitchen and stuff meeting people around. But it's annoying not being able to see people face to face, because I mean everyone you see over a call. So it doesn't really feel like you're actually seeing a person.

67
00:15:01.080 --> 00:15:18.170
Today, I have shared some findings from our unique longitudinal data set about how young people are connecting with each other. There is a resounding desire to connect with others and interact, not just peers at university, and I hope to offer some practical implications from the young people in our studies.

68
00:15:18.720 --> 00:15:32.819
First, the necessity of in-person interactions where possible, there is a lot of value in getting people together to share an experience and build off of it together. Sometimes this is a learning experience, sometimes this is a social experience that turns into a study group.

69
00:15:33.190 --> 00:15:43.009
The first days of a new academic year or a new term are excellent times to make effort for connection, thinking about your own time at university, or when you are a new starter at work.

70
00:15:43.030 --> 00:15:56.080
when others were more social, and put forth the effort to get to know you and vice versa. These extra efforts made to connect with others are so much more pronounced. Second, physical spaces that start dialogue are important

71
00:15:56.090 --> 00:16:02.899
with the caveat that you can't force people to socialize. But you can provide opportunities and common spaces.

72
00:16:04.950 --> 00:16:15.160
Further to this feedback from students includes encouraging universities to have in-person open days and campus visits and outreach events, in addition to those available online

73
00:16:15.180 --> 00:16:20.820
hybrid events, make the first steps of connection and transition to university much more accessible.

74
00:16:20.880 --> 00:16:38.429
For example, one student who was doing their and Nba entirely online from South America, shared that the online element of their course at Imperial was an essential part of their belonging, because it enabled them to partake in the course and online social events which would have been unaffordable and unattainable otherwise.

75
00:16:39.820 --> 00:16:59.269
as a way of revisiting the questions I posed at the start of this presentation. We need to consider how young people can continue to connect with others at university in this new era of hybrid and blended learning. The list here is not exhaustive, but regular touch points to connect can be very powerful for young people to connect with each other and university staff.

76
00:16:59.380 --> 00:17:09.909
for example, weekly in-person lectures or labs provide structured academic space for people to interact, and so do regular lunches and other informal social time among students.

77
00:17:10.100 --> 00:17:20.159
Intentional personal connection, like emailing a student to provide encouragement if they're struggling, or to offer gratitude for their contribution to an insightful discussion can go a long way.

78
00:17:20.320 --> 00:17:32.860
Of course, we also have what I call stereotypical university social opportunities which young people at Imperial have placed high value on, and perhaps have a new found appreciation. For since the pandemic.

79
00:17:32.980 --> 00:17:43.989
And let's not forget the online communities that young people created with their peers to nurture their relationships during the profound changes in social interactions that resulted from the COVID-19 lockdowns.

80
00:17:44.150 --> 00:17:51.920
While I have focused on the perspective of young people as university students, these principles can be applied to other contexts, including the workplace.

81
00:17:53.420 --> 00:18:06.009
We love to hear from you and discuss similar trends in connection and disconnection amongst young people throughout the past 4 years during and throughout the pandemic. We're curious about whether there are similar trends in other contexts.

82
00:18:06.020 --> 00:18:22.669
We're also interested to hear from anyone who does research with young people outside of a university context. We'd also like to hear your ideas about how we can best support young people to build resilience in their connections and relationships for future emergencies and fossil pandemics, etc.

83
00:18:24.640 --> 00:18:32.740
As a close I would like to extend words of thanks, many thanks to the learning and teaching strategy of Imperial College, London, for funding this research.

84
00:18:32.870 --> 00:18:47.990
Many thanks to my co-author and collaborator, Luke Mccrone, our previous collaborator, Eliel Cohen, Supervisor Martin Kingsbury and colleagues in our Research Center. And of course, thank you so much to you for listening to this presentation today and to Isa for this event.

85
00:18:49.150 --> 00:19:01.740
as I mentioned at the start. We'd very much like to continue this conversation asynchronously. I've included our email addresses and twitter handles in this slide here, and I'll pause for a moment so that you're able to see them.

86
00:19:08.510 --> 00:19:12.849
Thank you so much, and we look forward to hearing from you and continuing the conversation.

87
00:19:44.560 --> 00:19:48.319
Ilaria Pitti: Sometimes I have my presentation on my computer. So

88
00:19:48.330 --> 00:19:53.199
Ilaria Pitti: it's not. It's not online already.

89
00:19:53.480 --> 00:19:58.250
Can you share your screen with us? Yes, I will. Oh, please go ahead.

90
00:20:02.970 --> 00:20:04.440
Ilaria Pitti: Can you see.

91
00:20:05.550 --> 00:20:07.179
it's very good. Yes.

92
00:20:07.570 --> 00:20:08.260
Ilaria Pitti: yes.

93
00:20:09.050 --> 00:20:10.900
okay. excellent.

94
00:20:12.050 --> 00:20:13.940
Ilaria Pitti: You tell me when I can start.

95
00:20:14.060 --> 00:20:17.170
proceed.

96
00:20:17.170 --> 00:20:30.619
Ilaria Pitti: So my name is, I work at the University of Bologna in Italy, and my presentation today, as you can guess from the title, has to do with young university students relationship with time during the pandemic.

97
00:20:30.620 --> 00:20:53.920
Ilaria Pitti: So from a tooretical perspective The premise of the studies I'm going to present can be traced back in literature, on acceleration society, and specifically on the idea that details of the efficiency in use of time, accumulation of experiences, fast leaving, and constant planning of future are central features of contemporary culture.

98
00:20:54.030 --> 00:21:21.689
Ilaria Pitti: So quite obviously, during the pandemic the pandemic is represented a harsh, slow down in relation to the pre pandemic lifestyle and relationship with time. Indeed, during the pandemic doing nothing has become a daily experience, for most people, including young people, will have been required to suspend future planning and to learn. what's showing as describe it as the heart of practicing the present

99
00:21:21.840 --> 00:21:44.960
Ilaria Pitti: in relation to this scenario borrowing Colombo and Red Bug in his words. most young people have to do at at to learn the acrobatic exercise that each individual has to do when uncertainty increases in a culture strongly grounded in the planning of the future. So against this perspective, again, this scenario the

100
00:21:44.960 --> 00:22:07.489
Ilaria Pitti: current, the studies I'm going to present will focus on 3 main points. So the young people perception of time during the pandemic, the feelings they associated to these experience of time, and the individual and collective practices through which they have tried to manage this feeling, focusing in particular on relationship with peers during lockdowns.

101
00:22:08.780 --> 00:22:32.660
Ilaria Pitti: So the research I'm presenting is being conducted between February and September 2,021 and it. The data consists of 25 semi-structured interview with young university students aged between 19 and 31, I have decided to focus on university students, because I felt that their experience during the pandemic as largely remain in the background.

102
00:22:32.660 --> 00:22:39.720
despite being one of the group of the population that has probably experienced it. One of the harshest zone down.

103
00:22:39.720 --> 00:22:54.129
Ilaria Pitti: So participants have been selected between amongst University bachelor of students of the University of Bologna, a public university located in Bologna and Lewis, Widow Carly, which is a par a private university located in.

104
00:22:54.130 --> 00:23:19.910
Ilaria Pitti: so the sample, which is composed of unequal share of mail and command students comprises mainly full time students who had move it to Roma or Bologna to study about, who had returned it to their parents houses during the lockdown. Why University of Bologna students have a he or very high social origins.

105
00:23:21.720 --> 00:23:29.330
Ilaria Pitti: So for what concern the experience of time students generally affirm that their relationship with time is changes. During the pandemic.

106
00:23:29.330 --> 00:23:53.120
Ilaria Pitti: however, there is a difficulty in describing how exactly these relationship as changes the work user to talk about time by the students were often contrasting. So in the same sentence they will describe time as being eaten by the university or studi, as well as by family duties, especially for the young women, yet delayed it

107
00:23:53.120 --> 00:24:02.309
Ilaria Pitti: In Salvator's words. they felt like having always too much time. Yet this time was, it wasn't enough to do anything.

108
00:24:02.680 --> 00:24:19.149
Ilaria Pitti: and 2 competing narrative coexist in their account of the pandemic one that describe time as full or better, full, led by non meaningful activities, and one that described time as being empty or better hepted

109
00:24:19.150 --> 00:24:42.440
Ilaria Pitti: by what? Freely of what really matters. So this apparent contradiction is so that by widespread sensation perception of the time during the pandemic as no quality time that, you know Gabriela's words can feel like fools by by it. It can be fool, but feels like hety. What can be hemp, but feels like full of bad stuff

110
00:24:44.090 --> 00:24:57.050
Ilaria Pitti: erez agmoni. So this experience of time. that is, market by generate 2 main dominant emotion, a feeling of void in everyday life, and a feeling to have lost time. 2.

111
00:24:57.050 --> 00:25:14.989
Ilaria Pitti: So focusing on the feeling of void. It must be stress that at the beginning this feeling was well committed in a positive way by most of the students that in March 2020 they felt they could rest after a period of intense exam that happened during winter.

112
00:25:15.130 --> 00:25:33.400
Ilaria Pitti: So, however, this initial perception we're quickly followed by a sensation of being dropped in. I have a in an ever-handing void generated by the possibility to shadow and to plan and to use their time efficiency efficiently, as the acceleration paradig suggests.

113
00:25:33.710 --> 00:25:46.810
Ilaria Pitti: so their reaction to the feeling of void can be described as an attempt to preserving acceleration by resisting the request of stopping and slowing down, that came with the pandemic measure.

114
00:25:46.900 --> 00:26:14.049
Ilaria Pitti: and these has largely led them to apply to starting, as well as to a series of trivial activities, such as watching movies cleaning their room or skin care the same obsessive, compulsing compulsive programming, planning, and organizing that before they would apply to broader or bigger live project in that. For example, Gabriel, is where they say that you like planning 150.

115
00:26:14.150 --> 00:26:39.159
Ilaria Pitti: I like running a lot. I wanted to think about my future, and I could not. So I have started to plan my day at any minute of them. But also. Francesca says that I shall do all the activities in order to feel like doing something the same things every day. And then Martina was word where particularly illuminating, she said, that I have occupied the time before the time began to occupy me.

116
00:26:41.130 --> 00:26:59.819
Ilaria Pitti: Next to this feeling of void was a widespread sensation of having lost time, so the preservation of acceleration. I have just described it as limited. The feeling of having lost time in relation to the academic, legal, and most students felt that they could keep up with academic task.

117
00:26:59.860 --> 00:27:19.179
Ilaria Pitti: This finding a web could be Could we do also to our selection bias? Because both the University and Bologna and the University. The Louis Widow Caroline, Roma have responded very, very quickly to the pandemic, and all lecture have been moving online within a week from the beginning of the pandemic.

118
00:27:19.180 --> 00:27:44.179
Ilaria Pitti: So, however, widespread, melancholy for having lost something, and specifically the possibility of being young, of the of leaving you emerged in the sample. But what is you've made of? According to the answer about of of the of the participants. You. This made up for sociality, and of the possibility of doing not

119
00:27:44.180 --> 00:28:07.279
Ilaria Pitti: everything together. you see, it's made off of a venture, and especially the sudden terms and unforeseeable encounters that can change your life, and youth is made of the possibility of rules, and of how do you think that is experimenting with in Umberto's word he said. I I feel like I have been put on old from February 2,020.

120
00:28:07.490 --> 00:28:16.430
Ilaria Pitti: I've had a few occasion to do something that could make me more responsible if they have experience that can me make me minimally grow up.

121
00:28:18.280 --> 00:28:44.729
Ilaria Pitti: So this combination of feeling a void, and of having a feeling of having lost time is the ground from which an overwhelming boardroom emerge. Indeed, Boroderma has been described by Pierre Bordea as the state of having nothing to do, and of being disengaged from one surroundings which develops when external sick circumstances distance, individual from the live they hope it for.

122
00:28:44.970 --> 00:29:12.780
Ilaria Pitti: according to Fredericks, and that boredom is not just a feeling of not knowing what to do, but the feeling of not having the possibility to do something that we will like to do. And in this perspective Borodom is the result of a restlessness that cannot be solved, and that emphasizing a discrepancy between a societal and subjective times open for stability, for reflection, but also create an exciting.

123
00:29:13.070 --> 00:29:41.560
Ilaria Pitti: So Borodom, who was described it by the students, and especially the most privileged one, as a new feeling that they try to avoid at any cost by practicing a series of individual practices and participating in collective culture of Borden. the management of Borida was, in fact, both individual and collective, and of course, through a series of activities such as reading, especially fantasy book.

124
00:29:41.640 --> 00:29:56.729
Ilaria Pitti: centering the control on the body through cooking sport and doing skin care, cleaning and rearranging. Once on on bedroom, starting a learning such as things like magic tricks, languages watching TV and video games.

125
00:29:56.740 --> 00:30:01.330
Ilaria Pitti: But there was also a collective dimension

126
00:30:01.540 --> 00:30:10.859
Ilaria Pitti: express it to activities such as online birthday party game contests that were described as occasion for emotional check.

127
00:30:11.010 --> 00:30:23.110
Ilaria Pitti: and also creating means as a strategy to re elaborate anxiety and fears. So What is interesting is that, despite being described it as a new feeling

128
00:30:23.110 --> 00:30:48.110
Ilaria Pitti: and despite the exceptional circumstances of the pandemic, when looking close at these practices and culture bore them it. It is possible. It was possible to notice that, with very few exception, these were mostly comprises by activities that the students, the young people, did practice it before the pandemic, indeed, rather than reading something new. Students re-read something that they read

129
00:30:48.110 --> 00:31:14.819
Ilaria Pitti: during childhood, such as, for example, the Harry Potter Saga, rather than watching something new. They re-watch at the movies that they watch it during childhood, such as the Lord of the Ring or the these name movies and read them learning something new, they started to practice again up to relearn something they had. They had a practice of doing childhood, such as, for example, a language that they are banged over.

130
00:31:14.970 --> 00:31:17.400
Ilaria Pitti: so, to conclude.

131
00:31:18.650 --> 00:31:30.469
Ilaria Pitti: when trying to understand what young people have done with their time during the pandemic, we notice not our invention of time in exceptional circumstances. But return to habits

132
00:31:30.470 --> 00:31:52.649
Ilaria Pitti: to recreate a sense of regularity as suggested by Burger and Lacman. These return to something we know, is actually normal in times of this stress, because a bit do not just create social reality, but they are also resources through which they we reinforce and reveal how our social word when they are threatening it or disrupted.

133
00:31:52.660 --> 00:32:07.750
Ilaria Pitti: However, in students experience, this is meant mainly that the habits they have returned to. we're in a using for to probably shame a a word, a repertory of dismisses, stuff that have come back from their childhood

134
00:32:07.750 --> 00:32:24.489
Ilaria Pitti: suddenly return to the Parents House during the pandemic students seems to have made a step back in their habits of childhood because of a double impossibility of growing up and leaving use that has distinguished their specific experience during the pandemic.

135
00:32:24.650 --> 00:32:46.160
Ilaria Pitti: an experience that seems to have radicalize it, feelings of fear for the future, and the sensation of having been the private, of something of a possibility of both. And that's require full to investigation in terms of emergence, of a potential generational consciousness, or up, or or a generational identity in the cost pandemic phase. So

136
00:32:46.540 --> 00:32:47.599
Ilaria Pitti: thank you.

137
00:32:53.920 --> 00:32:59.260
Okay, thank you, Alari. do do stick around. We'll be having questions at the end.

138
00:33:02.390 --> 00:33:03.930
and their next paper.

139
00:33:05.980 --> 00:33:06.680
Good!

140
00:33:16.810 --> 00:33:31.710
Hello! My name is Nirai Chabu Kaya Ankara University from Turkey, and also the others. One of my colleague from Izmir Kharti, Chelsea University down the top top.

141
00:33:31.980 --> 00:33:35.610
now, I will present our

142
00:33:36.260 --> 00:33:37.460
paper

143
00:33:38.410 --> 00:33:39.270
oops.

144
00:33:39.590 --> 00:33:42.470
I think. Shift. Oh.

145
00:33:43.600 --> 00:33:47.550
it's one this much. This one.

146
00:33:48.690 --> 00:33:50.600
one. The

147
00:33:55.140 --> 00:33:57.520
okay. Okay. Thank you.

148
00:33:57.660 --> 00:34:07.909
Yes. The COVID-19 pandemics declarate a global health crisis by the World Health Organization in March 2,020

149
00:34:07.930 --> 00:34:21.720
has had so extensive health, social and economic impact on people worldwide. However, this impact have not been uniformly experienced with vulnerable and marginal's group being

150
00:34:21.720 --> 00:34:40.290
disproportionately affected. While this pantebic has impacted individual of all ages, young people have been particularly affected facing destruction to do their education, employment, and social life, despite being considered as less vulnerable.

151
00:34:40.600 --> 00:34:52.909
The health effects of coigniting young people constitute a vulnerable societ. Demographic group has been adversely affected by the pandemic.

152
00:34:52.979 --> 00:35:06.259
The negative socioeconomic impact of the pandemic is attribute to young people pre-existing as an advanced position in society, including social and economic marginalization.

153
00:35:06.279 --> 00:35:31.120
Before the pandemic, as in most countries, young people in Turkey have already faced challenges such as unemployment, labour, market insecurity, low paychecks and jobs, economic dependence on family and gender inequality with the pandemic ex sober taste on this spread existing issue.

154
00:35:31.130 --> 00:35:48.749
Now, in our research, this research in the pandemic time, especially the lockdown time, we did a big research. This presentation, just a part of this research, the qualitative site?

155
00:35:48.770 --> 00:36:10.109
Yes, our, our our our objective, is to compare and compare it to the ramification of the COVID-19 pandemic on the social and economic dimensions, with a particular focus on its impact on the future expectation of the youth in Turkey

156
00:36:10.140 --> 00:36:30.659
as our research question, how does the turkey's socioeconomic and political claim claimed affect your young people future expectation. Under the shadow of the COVID-19 pandemics, especially our target group 19 and 20 ages.

157
00:36:30.690 --> 00:36:46.959
we all that collection data in this presentation. Only qualitative method in the P. In turbid 40 participants of 20 women to 20 men

158
00:36:47.080 --> 00:36:50.080
and sorry.

159
00:36:50.220 --> 00:36:57.429
Yes, many study demonstrates experience of young people during pandemic times.

160
00:36:57.530 --> 00:37:02.130
And however, the COVID-19 pandemic is not only had

161
00:37:02.160 --> 00:37:05.870
profound impacts on youth and peoples

162
00:37:06.110 --> 00:37:08.100
lives by inflation.

163
00:37:08.150 --> 00:37:20.170
their current same circumstances. But it also has impact on your future aspiration, since young people, since, as case subject for the future of the countries

164
00:37:20.320 --> 00:37:33.810
is significant to reveal their future aspiration. In Turkey your youth are seen. As for the possibility of near-political and and and a strong feature

165
00:37:34.260 --> 00:37:35.620
and

166
00:37:35.860 --> 00:37:38.370
According to them, the

167
00:37:38.940 --> 00:37:49.189
according to the youth of the Z generation, have a vital role in the alterating the future of the country

168
00:37:49.340 --> 00:37:53.859
and construction the most, the most democratic value.

169
00:37:54.710 --> 00:38:11.090
and most studies aim at understanding the future expectation of the young people during the times of crisis show that young adults tend to preserve their optimism about their future

170
00:38:11.120 --> 00:38:31.930
expectation. Compared to an older age group. Despise facing significant uncertainty, however, the notion that young people exhibit greater optimism towards the future during the period of crisis, may overlook the heterogeneous nature of this demographic group.

171
00:38:31.930 --> 00:38:49.619
and by jeopardizing the understanding of cultural and particular specific contacts that contribute to the formation of young people proximal prospect, the optimistic of, or pessimistic attitude and expectation.

172
00:38:49.660 --> 00:38:51.400
Young people

173
00:38:51.450 --> 00:39:01.909
towards the future as disgusted in the context of structured age and duality, which is one of the fundamental debates in sociology.

174
00:39:02.060 --> 00:39:12.679
The optimistic approach of the young people towards the the future is related to their claims and agency.

175
00:39:12.700 --> 00:39:18.260
which implies that they have control over their own lives.

176
00:39:18.300 --> 00:39:29.199
however underlying the anciated toward the future, is powering pearls by the structure. This is the particularly related to the insecurity that the labor

177
00:39:29.280 --> 00:39:36.900
market imposes on young people. Therefore, to understanding young people expectation

178
00:39:37.010 --> 00:39:50.349
for the feature, we need comprehensive studies that approach the microwave macro-dimension. In this study we end over the analyze and reveal young people aspiration

179
00:39:50.470 --> 00:40:04.469
and the post-coid 19 in Turkey by adopting a social-oriented perspective. We argued that young people views of the future should be considered a wider social, economic.

180
00:40:04.490 --> 00:40:13.160
and political contents. Since this structure, by playing the significant role in shepherd prospects.

181
00:40:13.190 --> 00:40:26.429
We argue that their claim of agency also should be analyzed in the border socioeconomic context. In other words, it should be understood concerning in the social and cultural impacts of neoliberalism.

182
00:40:26.500 --> 00:40:39.469
We aim to contribute to the literary by demonstrating how Turkey's socioeconomic and political claim fake young people future expectation under the shadow of health crisis to

183
00:40:39.560 --> 00:40:55.310
in what follows. The first starts by providing brief overviewing in young Turkey to provide a holistic understanding of the Turkish youth. Post COVID-19. Expectation.

184
00:40:55.500 --> 00:41:11.919
 is a briefly over the young people in Turkey the socioeconomic and political structure and discourses in modern society have played a significant role in shape

185
00:41:12.100 --> 00:41:14.760
when you put a social category.

186
00:41:14.780 --> 00:41:24.930
This has resulted in the ratification of a youth as more than a biological phase in the transition from child to adulthood.

187
00:41:24.950 --> 00:41:29.090
In modern society you has been constructed

188
00:41:29.100 --> 00:41:33.330
is a social strategy category and Turkey.

189
00:41:33.370 --> 00:41:59.629
Now we can locate the Turkey character size by relevant to the large youth population which accounted for 15.5 3% of the total population 2021. However, this young and dynamic population is confronted with the significant challenges of unemployment which remains a precessing issue.

190
00:41:59.760 --> 00:42:22.810
Turkey, one of the Oecd countries with a high youth unemployment rate, also 22.6 the U. T. Statistic report highlighted the concerning rates of labour for participation and unemployment among young young people in Turkey. In 20 to 21.

191
00:42:22.930 --> 00:42:25.630
The labour force participation rate

192
00:42:25.650 --> 00:42:37.120
for young men was 53, 1.1%. Why, it was a 29.7% for young memo.

193
00:42:37.140 --> 00:42:55.140
Furthermore, the unemployment rate was 90 90.4% for young men and 78 7.7% for young women. The country also has a hugs proposition of the

194
00:42:55.160 --> 00:43:11.600
not in education, employment, and training youth with a rate of 27.69% among 15 and 29 years old.

195
00:43:11.620 --> 00:43:27.080
The gender gap also in the not in education, employment, and training grade. It is attributed to admitted access to education and training, as well as low levels of labour, force, participation among young women

196
00:43:27.660 --> 00:43:34.049
in Turkey economic insecurity is a major issue for young people.

197
00:43:34.130 --> 00:43:39.959
the which increased their reliance on their family.

198
00:43:40.180 --> 00:43:48.349
The akeep government has position to the family as a pillar of the welfare region. Since

199
00:43:48.780 --> 00:44:05.739
2,002, the and the Return. The family is emphasizes in social protection protection policy. As a result, the welfare, responsibility of the State are minimized, and families are the are loyal to with more charges

200
00:44:07.090 --> 00:44:23.100
and youth unemployment and family families. Depend dependencies have increased during the pandemic period which negatively affect the future expectation of young people. However.

201
00:44:23.780 --> 00:44:32.140
not only Turkey economic condition, but also the increasing authoritarianism in the country during the Atp government

202
00:44:32.220 --> 00:44:46.279
period of affects the future aspiration of the young people. In addition, various various dangers, such as the claims crisis that affects the whole world also concern young people about the future.

203
00:44:46.360 --> 00:44:51.490
In the following section you will the present. We will present the future

204
00:44:51.540 --> 00:44:57.780
post COVID-19. Process the young people in Turkey

205
00:44:58.010 --> 00:45:01.080
findings in our from the our research.

206
00:45:01.470 --> 00:45:27.049
the future prospects of young people in Turkey are relevant through the two-dimensional macro-micro at the micro level. Young people create a more optimistic picture by evaluating their personal lives and capacities of agency-wide. At the Macro level they put forth a pessimistic thought about the future of Turkey and the world.

207
00:45:28.230 --> 00:45:29.110
then

208
00:45:30.020 --> 00:45:40.309
micro-dimensional life, experience, desire, and claims of agency, microdimation, or future aspiration of Turkish.

209
00:45:40.330 --> 00:45:48.170
you'd emerge in relation to their personal life. Experience desires and claims of agency

210
00:45:48.960 --> 00:45:51.200
to realize aspiration.

211
00:45:51.590 --> 00:46:04.990
Young people who have optimistic thoughts about the future regarding the satisfaction of their desires or achievement of their goals, interpreted this optimism

212
00:46:05.000 --> 00:46:18.650
in terms in their capacity of agency, while their capacity of agency can enable active changes in their personal life paths. These torched them less possible in the bigger

213
00:46:19.320 --> 00:46:28.240
picture. Therefore they experience their they experience being pessimistic about the

214
00:46:28.260 --> 00:46:30.000
features

215
00:46:30.050 --> 00:46:39.749
of the country and the world while being optimistic for themselves. For example, participants explained the situation as follows.

216
00:46:39.950 --> 00:46:44.499
I am pessimistic about the future of my country.

217
00:46:44.530 --> 00:47:01.050
There are many socioeconomic reasons for this. In my European opinion. However, I I am optimistic about myself because I believe that when a person does the right things they can somehow achieve something good. 150.

218
00:47:01.600 --> 00:47:03.850
Thank you. Think about

219
00:47:07.510 --> 00:47:18.230
okay, young people of optimistic expectation for their own future. Compared to the future of their country.

220
00:47:18.320 --> 00:47:28.450
all the world are consists with the existently treated and interpreted the fundamental in the context of neoliberalism and individualism.

221
00:47:29.880 --> 00:47:51.819
This optimism of youth can be understood as a result of the broader so societal context, in which they are socialized. In other words, it can be evolved through internalization of the Nairobi meritocracy, discourse, and volume. The neoliberal meritocracy, discourse of position.

222
00:47:52.230 --> 00:48:04.199
individual success is a result of the own ones, of choices and of her effort rather than structural factors, such as class, race and gender.

223
00:48:04.710 --> 00:48:22.279
This discourse can be seen and attempted to the legitimacy in inequality that exist in the society by suggesting that anyone can success if they work hard enough in this study. Young people

224
00:48:22.300 --> 00:48:26.560
who are optimistic, not about the feature of the country

225
00:48:26.580 --> 00:48:36.999
or the word, but about their own lives. They think they can eliminate the uncertainty in their lives by working hard.

226
00:48:38.600 --> 00:48:53.959
A macrodimation of future aspiration of Turkish youth, neoliberalism, authoritarian, the the of the claim crisis at the macro level, evaluating the circumstances of that occurred during the pandemic time in Turkey

227
00:48:53.990 --> 00:49:01.429
and around the world. Young people express their expectation for the future in the more pessimistic manner.

228
00:49:01.520 --> 00:49:03.060
The main reason

229
00:49:03.360 --> 00:49:26.759
for the pessimism among young people about Turkey's future is the current poor economic foundation on unemployment and job insecurity. According to the young people. Their pessimism has nothing to do with the pandemic, the pandemic only versus an already poor economic condition. Young people who express pessimism about the future of

230
00:49:26.790 --> 00:49:37.200
of the country believe that the negative impacts caused by the pandemic on the labor market will make it even harder for them to find Job in the future.

231
00:49:38.860 --> 00:49:54.570
The number of the working everywhere has decreased a little more. For example. for example, I was thinking of a plan for a job store. It is very difficult for me

232
00:49:54.600 --> 00:50:17.510
to get a new job after the pandemic, since the number of people who go shopping is very low all night, shopping is done, and employees are laid off. Another in Turkey's female. 25 age. Undergrad, she said. Also, when I look at my country it's circumstances and economy.

233
00:50:17.510 --> 00:50:40.810
I feel pessimistic. I believe not only me, but an entire generation feel the same. Our greatest issue is the precariousness. I think this is a huge problem felt by all young people in Turkey. It was the case even before COVID-19 pandemic, but it has become even more significantly during this time.

234
00:50:41.520 --> 00:50:46.290
I am pessimistic because of the state of the economist is clear

235
00:50:46.550 --> 00:51:07.889
in this country. You can only receive certain services if you have it. The financial means to do so to do so. You will. We even are not able to buy laptop in a topic crisis, because our life is spent paying off depths just to be able to save, able to have something.

236
00:51:07.990 --> 00:51:29.210
Some young people who are pessimistic about the future evaluating problem in in terms of the dynamics of capitalist system. According to young people, the capital system explodes the working classes, turns every crisis in its favor, then, therefore, the future will not offer people better scenario, and

237
00:51:30.050 --> 00:51:35.449
I am not optimistic about the future.

238
00:51:35.510 --> 00:51:43.730
The reason is that unfortunately, capital and capitalism have always contributed to the crisis in their favor.

239
00:51:43.750 --> 00:52:05.949
It it will continue to do so, it will start to control those who can reach what can vaccine is food, aid and healthy balance it food, net region, and we will continue to keep those who cannot reach out of the system. I believe it will make middle-class people poorer, because the capitalists

240
00:52:05.950 --> 00:52:26.070
have realised that they can get this work down cheaper, as you can see, deep work all over the place and short time working are constantly being extended. This in every type. This will continue to lead to poverty for people who work and live on

241
00:52:26.460 --> 00:52:45.110
 Authoritiesian Akp rule. According to young people who express that they are pessimistic. it is impossible to optimistic. Under the condition in Turkey it is thought that people who are hopeful under this condition are not continuous enough.

242
00:52:45.330 --> 00:53:03.250
One of the reasons the political acclaim of Turkey and its consequences. I am pessimistic. When I look at the country I live in the condition, the economy. Before COVID-19, there was not a very libertarian word.

243
00:53:03.250 --> 00:53:23.840
There I live in peace. I am speaking for Turkey because I live in the turkey before Koit. There was no life where you could save you. Go out on the street and veer whatever you wanted. There was not a word where I could severe what I what I wanted. Say, I wanted.

244
00:53:24.070 --> 00:53:27.639
I say, what I want to say, what I thought.

245
00:53:27.700 --> 00:53:50.339
where I was not just adjusted for some my idea. I don't know where people were not just the jets, so for their future culture raise our religion. I first furiously, even before the pandemic, but the pandemic will produce new labeling and discrimination. Therefore I cannot be very optimistic on optimistics.

246
00:53:51.780 --> 00:53:59.129
 in the process of transition from democracy to authoritarianism in Turkey

247
00:53:59.420 --> 00:54:13.529
and Iqi created a masculine politics on the axis of religious local nationalism, neoliberalism, neo-commerce, conservatism, militarism, and authoritism.

248
00:54:13.590 --> 00:54:33.279
This point not only affected the present life of young people, but also their future plans, and caused the phenomena of brain drain to find a place in the life trajectory of young people, a strong feature alternative. During the pandemic I realized this cannot.

249
00:54:33.460 --> 00:55:00.530
I cannot live in this country. I have to leave this country. This. This was an optimistic decision for me. I realized that I cannot do anything in this country. I cannot do anything as an artist or anything with anything with anything. I am very pessimistic about society, extremely bad things happening during the pandemic process.

250
00:55:00.530 --> 00:55:26.259
I you, as you know, everything. Turkey is politicized from art to education, from education to entire time, and everything is the politicised. It is necessary to read this pandemic to through politics. Therefore one politics answers to into everything. I inevitably have to look pessimistic that Turkey is in the state that Europe fell into after the Second World War

251
00:55:26.450 --> 00:55:51.810
and This is the last, I think, conclusion it it it it it is the one of the concerns of young people who are the pessimistic about the post. COVID-19. It's the claim crisis. Young people believe that pandemic has given a sign about the feature of the work and their bigger program, such as claim crisis, water-cry, them, food, crisis, weight, the world and humanity.

252
00:55:52.220 --> 00:56:09.329
therefore there there are other global crisis, global warming. For example, when we look at the things like a decrease in emission during this pandemic period, it was like a small trailer of such destruction created by the man.

253
00:56:09.420 --> 00:56:32.800
It's that people who are more aware of environmentalism and ecological issue, at least what I hope so was this sort event. We experience an opportunity for us imaging and great current catastrophe ahead. On the one coit, 19 pandemic has distributed the lives of the young people

254
00:56:32.800 --> 00:56:46.559
ex exhibited for youth to employment and lead to an a command in the family dependency. Why, the decreasing social interaction in Turkey.

255
00:56:46.560 --> 00:57:09.740
on the other hand, as it can be observed from this study. The pandemic times have also affected their future aspiration to some extent, since their idea of the future is not only dependent on their experience of pandemic time. Young people in Turkey have been confronted with the pandemic, with the burdens placed on them in the prep pandemic period.

256
00:57:09.790 --> 00:57:17.309
This, their post-coid for the 19 future expectation have been shaped by a problem. The past and present

257
00:57:17.580 --> 00:57:25.650
 the covid pandemic has a vital effect on the

258
00:57:25.720 --> 00:57:45.479
the life of young people, particularly the transition to adulthood, social science heavy, long, the the importance of youth and the pace of life characterised by transition and opportunity for identity formation. For personal development.

259
00:57:45.480 --> 00:58:03.139
However, the pandemic has stripped many of this transitional opportunity, including educational and occupational pathways, socialization with peers and engagement in leisure activities.

260
00:58:03.240 --> 00:58:19.159
and the disruption caused by the pandemic have not only affected the immediate present, but also the future expectation of young people in this study. While some young people have expressed optimism about the future.

261
00:58:19.170 --> 00:58:45.870
others have adopted more pessimistic view. This variation in outlook is slightly influenced by a range of factors, including personal experience. During the pandemic pre-existence, socioeconomic condition, and broader cultural and political context. When it comes to their personal life, it is seen that young people tend to draw a more optimistic picture in terms of their capacity

262
00:58:46.130 --> 00:59:01.710
to influence the future. In other words, their capacity for agency, even thought the circumstances they experience are quite thought they remain optimistic about their future. On the other end it comes to the future

263
00:59:01.790 --> 00:59:11.550
of the word and Turkey. They expressed that they have more pessimistic expectation by revealing the macro liver understanding.

264
00:59:11.630 --> 00:59:33.789
And also this may be due to a sense of disempowerment in the face of broader macro-level forces, such as economic and political instability, environmental crisis and ongoing conflict. In this sense the pandemic has highlight, the complex interplay between individual agency and broader structural

265
00:59:34.120 --> 00:59:48.090
course. In this shaping, in the expectation and experience of young people. Those young people, individual and social, oriented view of the future, should understand relation to agency and structural duality.

266
00:59:48.200 --> 01:00:15.349
In conclusion. Understanding this complex dynamics is essential for developing a fake policy and intervention to support developing and development of young people in the post-pandemic. Where, furthermore, since youth is not homogeneous category. It is crucial to consider differences in both experience and future aspiration of young people from different races, gender and class position. Thank you.

267
01:00:17.690 --> 01:00:19.880
I think. Okay.

268
01:00:20.780 --> 01:00:21.560
sorry.

269
01:00:21.700 --> 01:00:22.410
pretty good.

270
01:00:35.790 --> 01:00:37.749
and we'll move on to our fourth paper.

271
01:00:38.340 --> 01:00:39.240
Thank you.

272
01:00:42.750 --> 01:00:43.440
Oh.

273
01:00:46.010 --> 01:00:50.590
so thank you. This is Mumita Anjila.

274
01:00:50.940 --> 01:00:57.470
I am as a associate professor. The Department of Sociology is Stress University, Bangladesh.

275
01:00:57.530 --> 01:01:12.959
So You could say that a topic of my presentation. That is how students developed coping strategies during COVID-19, a sociological study among university-level students in Taka City, Bangladesh.

276
01:01:13.290 --> 01:01:18.010
So, as all of we know the student

277
01:01:18.090 --> 01:01:26.840
during pandemic, how a student actually face difficulties and challenges globally.

278
01:01:26.860 --> 01:01:50.249
But Bangladesh, as they have developing country, there is to the socioeconomic diversity and other issues place them a very vulnerable situation. So let her and I'll talk about all those things. So for this is actually I will talk about some background. I also, that is such objective, our methodology findings

279
01:01:50.250 --> 01:02:07.569
and also analysis and recommendation conditions. So this is actually the background. That is the how a pandemic COVID-19 actually placed this whole population in a health emergency, and

280
01:02:07.570 --> 01:02:30.699
it is all over the world. But for the student, it was more difficulties, because sudden lockdown and other issues there all is, is universities after in 2,020 after at seventeenth of March. Actually all this into educational institutions were in closer down in our country.

281
01:02:30.700 --> 01:02:39.890
and particularly the now Bangladesh, they have the young, more young generation, and more than 45 million people are in within the young

282
01:02:39.890 --> 01:02:41.940
generation group. And

283
01:02:41.940 --> 01:02:50.410
they face actually very diverse financial and health problems during that period.

284
01:02:50.850 --> 01:03:06.340
they have. particularly these issues, actually more impacted on their life like their lifestyle relationship among family and community. And also the support system they have.

285
01:03:06.510 --> 01:03:08.550
and

286
01:03:09.710 --> 01:03:37.000
finally, actually, why, we start to that project within our Inu, actually at one of my colleague. we together started this project building COVID-19 pair, and we completed or conducted this study during 2,000 at end of the 2,020 to 2,020 and 22 we mid 2,021.

287
01:03:37.000 --> 01:04:01.110
And actually, we found that is, there was not much studies on that that. Actually, how students are facing difficulties in our country. And we focus on actually our university level students. So these these are our research objective, that is, to double deeper into challenges and and copying strategies

288
01:04:01.110 --> 01:04:21.470
exhibited by the students from both public and private universities in in Bangladesh during COVID-19 period. Actually, we have public university and many private universities as well. And a second objective was to reveal how students social connectedness or source.

289
01:04:21.470 --> 01:04:39.430
Actually, we tried to find out the so importance of social capital, and that how this social connectedness or social capital actually helped them. In finding cropping strategies, or adjusting with that challenging situation.

290
01:04:39.700 --> 01:04:54.790
So We actually did a qualitative, fully qualitative study. And now Adopt course of this study approach. And we conducted 20 in-depth interviews with this university level students and

291
01:04:54.790 --> 01:05:19.190
2 focus groups discussion from one from one with a public university student and another private university students, and we had also conducted 6 key informants interview with academicians, sociologist, psychologist, and also university level high authorities and government high authorities.

292
01:05:19.260 --> 01:05:44.879
So they, you can see this is our study participants in depth in 10 male and 10 female students, and then from public university, 10 from private university and focus groups discussion. As I mentioned, we food, that is, 2, one from public University on with the student of private university and key informance students use a university grant permission official as well and also to

293
01:05:44.880 --> 01:05:57.610
teacher. That means the university level teaches psychologists, sociologists and official from Education Ministry, and also with parents so total our standing participant to a 50.

294
01:05:58.510 --> 01:06:23.830
So this is this was our sampling framework. that is the students that their age was between 19 to 25 years, and they actually some similar attributes like age expectation that we say university level is, and life experiences. And it is. It was part pacific sampling, and we recruited to a 20 students, opportunity participant.

295
01:06:23.830 --> 01:06:37.880
From our connect different connection and this participant are chosen from 3 public university and 3 a private universities in Dahaka City. So all are in the Dakar City. That means of capital city.

296
01:06:38.710 --> 01:06:48.650
So I'm escaping this one because there is a there was a qualitative data analysis process. And we actually timed, we did thematic analysis.

297
01:06:48.800 --> 01:07:15.469
So this, actually, our key findings that are first, one is key findings related actually COVID-19 experience of those students. So their first thing, actually, they talked about their education. change in in Edu education system, that is, online education appeared as a major challenge for students as well as the universities. Not only the students, but for the universities as well.

298
01:07:15.470 --> 01:07:28.610
The respondent who studied at public University is prolonged uncertainty about the student life and final examination because of of delays of starting online class. This is the

299
01:07:28.610 --> 01:07:54.970
differences actually public and private, university, because the private private, soon after the closer are are close down all university that within one month by all public private university, they started online education. But the public university, actually, they started in the delay. So that was a major challenge. The public university student faced public. That means government universities.

300
01:07:54.970 --> 01:08:12.880
So significant differences we found between the public and private institute, among their excess of Internet and electronic gadgets. They faced hardware to access online resources as well, because, we found many of the students of public universities.

301
01:08:12.880 --> 01:08:24.989
and they had. They could not stay in that Haka city. They had to live. So that was another challenge to excess on our online system.

302
01:08:24.990 --> 01:08:48.399
And and the and about finding the students and then families experience numerous forms of financial impact, such as income loss of the family breadana, and also the cost of of healthcare also increased. And certainly the decrease living standard and personal finer, they facing personal level, financial crisis.

303
01:08:48.560 --> 01:09:15.489
And another very interesting funding findings of our research that is reinforced. COVID-19 actually reinforced the traditional gender roles that remain strong in Bangladesh with differentiation in social and familiar expectation of euth female and males like here. the ex. 4. In this. In this case the example is that female students face more pressure for marriage

304
01:09:15.490 --> 01:09:29.739
during that period. On the other hand, the male students, they face more pressure for joining in job market. So that was very significant. Actually, findings in gender traditional gender roles

305
01:09:29.740 --> 01:09:46.029
and expectation from the society, and some And This is very positive! Finding a for the same things that we find that is more. Many students actually could utilize their online space and grain and gain new skills from online

306
01:09:46.030 --> 01:10:12.110
and using them develop business online. They they started e-business and improve their finances and engage in creative activities like online competition and painting, competition, music competition. So they actually engaged us. And some of that actually is for for some struggle to interact with the online lives.

307
01:10:12.110 --> 01:10:38.420
And they feel more loneliness. So in our in this presentation. I am not focusing on their mental health issue one of my colleague, actually the. We had also a part of this study. That is how mental health challenge a, actually they face during that period. So that was a major crisis for that, for them as well. And yeah.

308
01:10:38.420 --> 01:10:46.250
I can tell that during that period, actually, many of the young actually they committed suicide during that period in our

309
01:10:46.250 --> 01:11:08.680
countries. So they face serious mental health crisis in that to time. So financial constraint, academic pressure, coupling relationship break up, even it happen. And excessive Internet dependency and traumatic experience challenge the mental health condition of the students across the universities. during the COVID-19.

310
01:11:08.680 --> 01:11:20.140
So you can see the students how actually they actually shared their experience about online education, like their views and experiences. 250.

311
01:11:20.140 --> 01:11:46.460
So many of them that lack of proper devices maybe they have, only they had only a a mobile. So it was very difficult to join through mobile and zoom classroom or Google classroom. So proper device. And many actually don't did not have even that is proper device. So. And and another problem they've told at all, that is, communication gap with the teacher because they could not meet

312
01:11:46.460 --> 01:11:58.689
face to face because we had time for them. But in that time, maybe they need to email and a communication gap actually, then and in Sheffield. And then is a scope of group status.

313
01:11:58.690 --> 01:12:22.329
so that group, they could not do that. That is, they they are another challenge. They faced an unstable and limited Internet facilities. That was which. That was a major challenge for us as well when we was in classroom most of the time disconnected, and many of our students actually delay lay a left data city

314
01:12:22.330 --> 01:12:32.960
during Covid paid. And they used to live in rural areas. So that was terrible. Actually so that was, they could not listen. They could not see. Even sometimes we cannot say them as well.

315
01:12:32.960 --> 01:12:48.239
and uncertainty about completing the education. That was the challenge I I already mentioned in for the government. universities or public university student, because they started late. Actually, we have

316
01:12:48.240 --> 01:13:13.240
when they they were waiting. Actually, maybe it, time will be over and they can start. But they could not. And I I ultimately, after 6 or 7 months, they started and like lack of practical or lab work. So we I within this 20 students, actually, we had some students who are actually studying in science faculty. So they face this lab lab.

317
01:13:13.240 --> 01:13:37.980
and practical practical classes and scope of cheating in their online exam. They also, mentioned that many of the students they actually tried to write down through like their as a paper and other things to changing. And as difficulties with online classes and examination and assignment. They actually mentioned these problems. Actually.

318
01:13:37.980 --> 01:13:38.900
they face

319
01:13:39.240 --> 01:13:53.340
so impact of financial hardship as I mentioned in the prevalence of one of the important findings that is financial hardship there, and that actually decreased their family living standard. And they

320
01:13:53.520 --> 01:14:20.649
compromise with their dailyness. Cities and difficulty is particularly for private universities and some of the students. They face difficulties to pay their tuition fees, and losing sometimes the students they actually do is to do part time work. So they have lost those personal source of incomes like private tuition, or part time, or in other places.

321
01:14:20.650 --> 01:14:33.310
And Some of the student may, I think, 2 or 3 students. They mentioned that the family actually faced this problem. They could not pay the family loan or personal loan they had.

322
01:14:33.750 --> 01:15:03.649
And this is, as I mentioned, that is, mental health impacts. You can see other mentally impacts of the students like changes lifestyle, and they actually face this sleeping disorder device, more device, dependency, and slayer, and a whole night days to a cup. And a whole day they used to sleep so d by an unusual food heavy that that's in there sometimes overeating or like

323
01:15:03.650 --> 01:15:13.080
Food from the outside, all those things and self-reported mental health issues like anxiety, stress and depression they mentioned, and

324
01:15:13.090 --> 01:15:38.069
hmm serious mental illness and suicide. They'll be there. I I I can remember maybe 6, a student. They actually told that they had this kind of problem that is suicidal. They sometimes try to so commit suicide. That is the because of lockdown and other lack of social kind social. That means in person connectivity.

325
01:15:38.400 --> 01:16:08.329
So the second, this this question was on the how they actually cope with that or how they develop their coping strategies. So based on social capital theory. Actually, we tried to find that the brazing and bonding social capital. So born in a in if we consider the bonding kind of social capital. So we found that support of family, members, relatives, and friends.

326
01:16:08.330 --> 01:16:24.280
and also virtual connection that help them to coping with the situation and the praising relationship like this got some kind of support for community and also educational institution. How they started.

327
01:16:25.000 --> 01:16:49.929
So what are those actually so? Family bonding, like strong key and family burning? That means religious good relationship with their parents and shiblings, and also strong kinship bonding that in our so country is still, we have some joined family. So we found more than the 70 students from join family background, like

328
01:16:49.980 --> 01:17:07.209
they're living together with their grandparents, also cousins. And so they they have more coping mechanism actually so a strong kinship bomb and social networking.

329
01:17:07.250 --> 01:17:16.059
And they we found as a powerful mechanism. that is, students cope with the anxiety, stress, and depression.

330
01:17:16.110 --> 01:17:42.079
And as as brazing social capital. Actually, we found that the educational institution actually what they were studied. So they what's the support from this, like financial subsidies, many university actually, finance at 20% over most of the private university. They did that soft loan to purchase electronic resources faculty members counseling

331
01:17:42.080 --> 01:17:59.640
online link support, occasional health counseling contributed to minimize the mental health impacts during COVID-19. So in a later part of the COVID-19, many university started this counseling service, psychosocial counseling services for the online.

332
01:18:00.510 --> 01:18:05.950
And so and these are that you can see some. Can you see, what is this?

333
01:18:06.850 --> 01:18:29.309
how? Actually, some coping practices they develop like, online connectivity with ship links, leaving join families, close connection with relative and friends. And they actually, develop a broader social connectivity through virtual social network.

334
01:18:29.310 --> 01:18:53.359
And it's this is also very interesting findings that some students actually engage themselves in social and spiritual activities to cope with. the situation and the major it of the students. they told that is, they they are dependency on online since activities actually increased. And that is that was their coping. Actually, mechanism and

335
01:18:53.360 --> 01:19:11.749
changes in food have been smoking habits, sleep sleeping time. Actually they told these at their coping set, that food that changes in food that is maybe midnight, distracted to cooking, or Even some student. They never smoked. But that was that stress really's mechanism or something like that.

336
01:19:11.990 --> 01:19:33.309
So this, as I mentioned, gender differentiation in a coping mechanism. So male students Are more engaged in social and volunteering activities. What kind of actually this are they at? call they collect money from rich person. For Providing food to poor people and their families and

337
01:19:33.310 --> 01:19:50.940
taking risk sick people to the hospital, buying medicine for the people in need, and also taking care of street animals, many students that they that did those kind of things, on the other hand, and female student, they were engaged in the household and reality.

338
01:19:50.940 --> 01:20:02.200
That is the thing I told very some traditional gender division of lab out in the dimension, actually in in reinforced by the COVID-19

339
01:20:02.200 --> 01:20:27.180
Why, a female student could not join in the social or volunteering to because of parents some mobility restriction at at. And I have. I have only one slide, I think, and majority students actually could adapt with the changing the integration me and all those problem. But one interesting findings are the more all female student

340
01:20:27.180 --> 01:20:46.460
actually increase their Cgp, I think because of this, they've stayed more time in the family, and they did not, could not go out. So conclusion. Actually, I were told, as mentioned. That is, most of that in the the Hughes type of problems they face, and at the same time

341
01:20:46.460 --> 01:21:01.210
the social connectivity and that connectivity they developed through this Online platform that helped them, and also the support from the different institution and universities those help. They are

342
01:21:01.780 --> 01:21:25.219
help to develop their copying strategies. So for this is our some policy recommendation, we mean. So we first thing is, we need to double up a higher education contingency plan, and that is, if any, for that pandemic situation, how to handle so and we should ensure a response unit in the Ministry of Education

343
01:21:25.220 --> 01:21:50.229
so that they can respond timely and find the ways to reduce the gap between economical and geographically, these at Vis students. And we found that actually this recommendation, it came from also our students participation. So engage private sectors like banks, mobile companies, to give loans or other support for this student and then

344
01:21:50.230 --> 01:22:05.300
provide provide the. This is may all. A student actually told that that provides a professional like psychosocial counseling system for for the students during any kind of problems or challenges and maintain a blended.

345
01:22:05.300 --> 01:22:25.520
Finally, this is our recognition actually maintaining blended teaching and learning. method, that can actually support this kind of problems because it's still many students, actually they. They can not have all those.

346
01:22:25.540 --> 01:22:55.010
all those support systems. So we or some students, they are, still having problem with sickness and other things. Or suddenly, we can face this kind of problem. So if we can continue the blended or hybrid of teaching learning methods, it would be better to handle future situation. So thank you very much. And if you for your thank you for your patience hearing, and if you have any questions for that we can.

347
01:22:55.010 --> 01:22:59.089
I can. and some that. Okay, thank you. Thank you.

348
01:23:17.400 --> 01:23:31.559
So Hello, everyone. We are from the You of Research center at S. W. Ps University, in Warsaw, and in our today talk, we will present some of the exact stemming from 2 research projects conducting in Poland in Central Eastern Europe.

349
01:23:31.660 --> 01:23:41.419
one focusing on transitions into adulthood in the time of crisis, and the second one focusing on experiences on a matter of motherhood.

350
01:23:41.560 --> 01:23:47.590
And today we will focus on the young young women's perspective and their biographical future.

351
01:23:47.890 --> 01:23:56.269
Starting with the theoretical background and research context, it needs to be said that construction of biographical future

352
01:23:56.300 --> 01:24:03.130
occurs with him and relations in relation to different contexts, opportunities, and resources.

353
01:24:03.210 --> 01:24:10.989
So, firstly, and I suppose that it's not surprising to say it. In this room there is a genuinelyate modernity and risk society context

354
01:24:11.020 --> 01:24:19.280
against this backdrop. Contemporary transitions to adulthood are described as more fragmented, heterogeneous factored.

355
01:24:19.640 --> 01:24:26.730
The profound changes refer to Aodagias associated with the traditional mark of life-cooked development

356
01:24:26.900 --> 01:24:45.710
which are evident in new educational partners positioning in the label market decisions regarding relationships as well as capacity for housing independence. on the one hand, the conditions of late modernity are considered as a chance of breaking with

357
01:24:45.710 --> 01:24:57.489
traditional schemas and the source of individuals, freedom in choices for multiple options. On the other hand, this freedoms goes hand in hand with facing various gisky freedoms.

358
01:24:57.760 --> 01:24:59.240
Also.

359
01:24:59.690 --> 01:25:17.960
although late modernity has brought more dynamic and diverse scenarios from for transitions into adulthood, and to live causes life causes in general some scholars argue that those changes haven't separated more standardized chronologies of young people who survive causes

360
01:25:18.010 --> 01:25:29.700
rather young people experience tension between destructive and standardized approaches to planning their future negotiate a time of realization of certain life. Close points

361
01:25:29.980 --> 01:25:52.169
similar to transitions into adulthood. A perception of perception of time is said to be changing in the late modernity and risk- society context. This time is small, offensive as a social construct, intersecting different dimensions, meaning past, present, and future and different perspective meanings, individuals, biography and society, historical time.

362
01:25:52.320 --> 01:26:07.409
and therefore young people's biographical futures need to be analyzed in reference to multiple temporalities going on both past and present experiences and opportunities. Individuals picture them more or less specified futures.

363
01:26:07.740 --> 01:26:27.189
What is more, when analyzing the biographical futures of young people, the relation between individuals and structures cannot be ignored. Life plans and orientations are constructed within specific contexts and based on the resources available to individuals which are, as we know, unevenly distributed in society.

364
01:26:27.220 --> 01:26:33.600
So we need to take into account both class position, gender, ethnicity, family background, socialization.

365
01:26:33.680 --> 01:27:00.390
a current educational and professional professional situation, as well as broader social, political, and economic circumstances. One of the project assumption was that the covid pandemic and its long term effects will be another formative and challenging context, and a kind of generational experience, especially for those who have just started or does about starting, independent of semi autonomous lives.

366
01:27:00.480 --> 01:27:08.389
but similar to the previous presentations. We cannot see it a pandemic as one event as pandemic. So, together with

367
01:27:08.500 --> 01:27:24.640
allergies like brutalization, inflation, a democratic erosion, climate change, or the war in Ukraine, which started started shortly after it can be considered as multi-christ's poly crisis being a new emanation of backs. So that's a risk society.

368
01:27:24.790 --> 01:27:40.489
And simultaneously a reality that translate into the biographical individuals, biographies, taking into account thinking about the future, can also be related to real and anticipated uncertainties and sense making of a risk

369
01:27:41.030 --> 01:27:47.079
while conceptualizing temporalities and biographical futures and orientations towards futures.

370
01:27:47.150 --> 01:28:01.239
Our analyzes, droves mostly on Brandon and nuisance typology of young people's ways of thinking about their future lives. It enables us to combine both looking at orientation towards the future and the exception of adulthood at the same time

371
01:28:01.460 --> 01:28:13.300
to shortly introduce you the typology. What characterizes the fragment type. The facts type is orientation focused on the present, whereas future and adulthood are considered in more abstract terms.

372
01:28:13.370 --> 01:28:29.720
If Doug is thinking about future, this rather immediate future, like in times of graduating or getting into work. And simultaneously, that is an assumption that one day the adulthood will stacked, but not yet. The other foot is seen rather as a bogging, difficult and unwanted.

373
01:28:29.840 --> 01:28:41.519
To compare it. Second type. Adaptability is more flexible. One the U of is perceived as an experimental experimentation time, a time of multiple opportunities looking for on a path, trying different scenarios.

374
01:28:41.680 --> 01:28:54.399
Young people who represent this type take one step at time, and try to ensure that they are equipped to deal with a future which they see as constantly changing, and requires required grim them to adapt.

375
01:28:54.570 --> 01:29:16.569
and the last type type of productability is the most traditional one. Where the people view of the day lives as most standardized life courses. They think of future, and tend to long time planning oriented on both work and family, and there is rather a cruel vision of a secular and safe adulthood and anticipation of adult who's adulthood. Living like just everyone else

376
01:29:16.640 --> 01:29:21.860
against this backdrop, we decided to focus in the analyzers

377
01:29:22.000 --> 01:29:39.419
of young young women's perspective and the ways they talk about their future. We asked, what structural and biographical resources matter in the transitions, if and how does pandemic or other crisis and uncertainties influence their planning strategies and future orientations.

378
01:29:39.570 --> 01:29:46.300
and, as I mentioned, we go on to longitudinal research projects.

379
01:29:46.310 --> 01:29:56.839
At the first one Otragan. It was conceptualized already in the pandemic context. And it's focused on the becoming an adult in times of ultra uncertainty.

380
01:29:57.530 --> 01:30:06.259
it's mixed methods study. But today I will focus. We will focus just on one work package, which is qualitative interviews with young people

381
01:30:06.420 --> 01:30:13.559
and the adult Project Gamtra. It was focused on processes of transition to motherhood across 3 generations of Polish women

382
01:30:14.100 --> 01:30:29.630
out of the whole material corrected in the framework of those 2 projects we sampled at 32 interviews with young Mum and Those interviews were conducted in the pandemic context. So for Utagan, the fax project, it was fixed wave of the interviews.

383
01:30:29.800 --> 01:30:46.619
we yeah, as speaking of planning we hope to check. also results from second wave of interviews. But it is still ongoing. and in case of Gamtra we focus on the integrals from the second wave of the study as the first one was collected to a pandemic.

384
01:30:50.080 --> 01:31:03.999
Okay, so let's move on to the findings. During the analysis, we observed the the 2 issues. Firstly, speaking of a universal orientation toward the future. Sorry

385
01:31:06.130 --> 01:31:34.730
 is challenging instead individuals in different areas of life, such as education, work, and family tend to present various ways of constructing and non-constructing day, biographical future, born near and distance, and, secondly, the type that appears most frequently in the analysis is adaptability.

386
01:31:34.730 --> 01:31:57.949
It suggests that interviews prefer to see their biographical futures as open once and consider potential influences of changes happening on both the micro and macro levels. Considering the frequency of particular future or notation in the material, we will demonstrate free dominant types.

387
01:31:57.950 --> 01:32:04.960
pure adaptability, some kind of combination of adaptability and predictability.

388
01:32:04.960 --> 01:32:29.590
And so the combination of adaptability and deferment. And I will talk about the free cases. from the analysis the first case is Veronica, I hope, or in 1990 she started university twice And when she realized that her academic persons did not align with her expectations.

389
01:32:29.590 --> 01:32:47.919
and proved challenging to balance with her professional commitments, she decided to drop out in terms of her career. The covet knighting and lockdown resulted in a temporary standstill of her tourists, related venture.

390
01:32:47.920 --> 01:33:03.020
exposing the fragility of the previous business development plans. Consequently Veronica commenced a search for alternative employment opportunities to ensure a financial stability

391
01:33:03.080 --> 01:33:08.580
and leading her to secure a position within a corporate entity for a few months.

392
01:33:08.580 --> 01:33:33.539
Adaptive strategies are they to identify here, including diversifying the business in case of further disruptions, acquiring new skills to deal with future and counting dentures and opening for other changes in terms of family. The desire to have children was not always inherent in Veronica's aspiration.

393
01:33:33.540 --> 01:33:50.510
Theations motherhood thought through encompassing a mixed, positive, and challenging moments, has predominantly been a source of valuable lessons in adaptability and adjusting to her child's needs.

394
01:33:50.510 --> 01:34:04.450
And while Veronica had entertained thoughts of a second child until recently, the pandemic, coupled with changes in abortion. Legislation in Poland

395
01:34:04.450 --> 01:34:11.249
postpone the idea with a willingness to revisit it based on unfolding circumstances.

396
01:34:11.470 --> 01:34:29.739
To sum up her approach to planning, we can talk about tentative assumptions Rather than concrete objectives, as better and less disappointing strategy of thinking of biographical future in the uncertain and fluid context.

397
01:34:29.910 --> 01:34:56.109
And the next case is Laura, who, born in 1,995, coming from middle class and economic, social, having economic social support from parents graduated from technical university, and she she plans to study abroad. She works in an international company, and she is in an informal relationship

398
01:34:56.110 --> 01:35:11.169
and regarding to her strategy, to to planning in terms of education. She stated during the interview that education does not determine the professional pathway.

399
01:35:11.170 --> 01:35:39.959
So she is open and ready for new educational, perhaps to change her educational paths when it comes to career plans. In the long run she thinks about changing her job to achieve a higher position and greater job satisfaction. Outside the corporate ward. Her plans was stopped by the pandemic and related restrictions, and currently she tests and experiments with multiple possibilities simultaneously.

400
01:35:40.180 --> 01:35:51.210
and when it comes to family she experiences ambivalence. On the one hand, she declares that she does not want to start family to have children.

401
01:35:51.210 --> 01:36:10.759
but she assumes at the same time that it may change some day. Her approach to planning is related to, not need for a plan a high frequency of changing ideas about herself and lack of attainment

402
01:36:10.760 --> 01:36:19.319
to them. And the most present yet foggy is the plan to change her her job.

403
01:36:19.440 --> 01:36:33.589
Yeah. And the last case is Adelaide who graduated from high school and not decide to not decided to go to university.

404
01:36:33.590 --> 01:36:52.190
mainly because she did not have any specific major in mind, and did not want to study for the sake of studying, and she comes from a working working class and works as of his assistant in a private company.

405
01:36:52.360 --> 01:37:08.409
When it comes to her work plans. She gathered the National Migration experience, and after returning to Poland she started working as a representative, but lost this job after becoming a mother.

406
01:37:08.410 --> 01:37:22.890
and she has been working as an office assistant in a private company for for years. As a result of her professional work. Her educational, ambitious have been awakened.

407
01:37:22.890 --> 01:37:51.250
on the other hand, on the one hand, she's considering possible studies in her work but, on on the other hand, she dreams of owning her own business in a completely different and unfamiliar sector. also she feared that she might lose her job during the interview, so she tried to prevent the anticipated unemployment by looking for a new job

408
01:37:51.250 --> 01:38:11.640
in terms of family as a long term plan. She has always desired to have children, but her first pregnancy was a surprise, and happened to Early. Now she is experiencing difficulties with getting pregnant with the second child. Despite such plans.

409
01:38:11.640 --> 01:38:39.260
and in terms of approach to planning, we, it could be said that her biographical future and her approach to making plans. Are both Heavily influenced by uncertainty. One effect of the recent pandemic in Adelaide's life has been the realization of the fertility of planning. Which? She discussed with trips and vacations

410
01:38:39.260 --> 01:38:58.489
she has not been able to take for a long time, however, this fertility of planning can also be applied to her plans for a second child or her job search, as she lacks conviction regarding whether and when these plans will be realised.

411
01:38:59.750 --> 01:39:16.480
And to conclude our analysis, we see a great potential for modification of the original brand and news and typology based on the fact that different planning strategies and orientation towards future exist in various

412
01:39:16.480 --> 01:39:40.959
ehras of life, such as education, work moving out of the family, home and family starting family adaptability is a dominant orientation towards future or a component of orientation towards future, is an openness for the future and horizon of the possibly to not face ongoing disappointment.

413
01:39:40.960 --> 01:40:10.430
Young people try and young women try to keep control over on life. We see that economic security is a crucial factor in thinking of future. We can observe it, especially looking at young women coming from working class, and we assume that the pandemic as a crisis may, intensifying the need for security.

414
01:40:10.430 --> 01:40:19.760
However, the pandemic does not lead to revision of future planning strategies. We found that strategies mature over the course of life.

415
01:40:19.760 --> 01:40:46.640
In regard to micro crisis, in adolescence or early adulthood, and other micro crisis. We also reflect the coherence or and disconnectivity between what people and what what young young women narrate and what they do, it is necessary to ask about about their plans, but also look at how they They pursue their past goals.

416
01:40:46.640 --> 01:40:53.349
In terms of gender we explored that family plants are the most gendered

417
01:40:53.350 --> 01:41:15.240
sphere of plants and the cultural norms, especially in a such traditional society as polish society is these cultural norms create pressure of motherhood and generate constant concerns about parenting to be mother, not to be mad when and etc.

418
01:41:16.160 --> 01:41:17.630
Thank you.

419
01:41:28.320 --> 01:41:37.550
We have just a few moments left in our session, but we can certainly entertain questions from the audience for any one of the papers, or for the panel in its entirety.

420
01:41:38.660 --> 01:41:39.700
Anyone.

421
01:41:41.870 --> 01:41:42.540
And

422
01:41:43.260 --> 01:41:49.770
it's a Friday afternoon. I know how you feel. Okay, well, thank you very much. Dry presenters.

423
01:42:23.040 --> 01:42:25.170
Okay.

424
01:42:26.510 --> 01:42:27.700
one

425
01:42:27.780 --> 01:42:30.620
one of the

426
01:42:32.880 --> 01:42:34.469
real. Next, please.

427
01:42:37.970 --> 01:42:38.720
Next to

428
01:42:45.410 --> 01:42:47.290
about here.

429
01:42:51.830 --> 01:42:53.360
here on stage

430
01:42:56.350 --> 01:42:57.540
the

431
01:42:57.590 --> 01:43:01.880
these are

432
01:43:03.629 --> 01:43:05.750
that is.

433
01:43:07.830 --> 01:43:09.740
it was a

434
01:43:16.969 --> 01:43:17.740
that one.

435
01:43:18.570 --> 01:43:19.529
It's an excellent.

436
01:43:24.110 --> 01:43:26.750
I mean. So

437
01:43:28.350 --> 01:43:29.350
I

438
01:43:47.389 --> 01:43:53.299
that's all. Yeah, is it? Okay? Now.

439
01:43:53.969 --> 01:44:00.670
okay, thank you.

440
01:44:00.950 --> 01:44:27.279
Yes, yes, thank you very much.