Wright, Marcus T.2023-05-222023-05-222021-03-022021-03-02https://repository.upenn.edu/handle/20.500.14332/32988This study analyzes how highly selective universities used their COVID-19 websites to publicly address first-generation students and the challenges these students faced at the onset of the COVID-19 pandemic in 2020. Specifically, the study investigates whether universities were generation-blind in their responses. The universities’ responses are defined as generation-blind if their COVID-19 websites did not a) reference or acknowledge generational identity; and/or did not b) address the issues that first-generation students faced at the onset of the pandemic and transition to remote learning. Findings show that highly selective universities almost never mentioned the term “first-generation students” on these websites and rarely addressed several critical issues that concerned first-generation students. These issues include: the challenge of navigating the complexities of the first-generation identity during the pandemic; the struggles that family members of these students faced (i.e. job loss); the students’ imperative to support their families (i.e. helping to watch younger siblings); and the difficulties students faced by having to use their homes as learning environments.first-generation studentsgeneration-blindnessCOVID-19highly selective universitiesgenerational identitycollege websitesAccessibilityDisability and Equity in EducationEducationEducational SociologyHigher EducationSociologyWorking Paper