K-12 Online Learning Issues of Marginalized Populations in the U.S. during the Covid-19 Pandemic

Full Paper (Asynchronous) ID: 61167
  1. aaa
    Hannah Chung
    Harvard University Secondary School Program
  2. aaa
    Nari Kim
    University of Wisconsin-Oshkosh

Abstract: Inequity in education has been a long-standing problem in the United States and many other countries. Uneven distribution of resources places higher education and opportunities out of reach for marginalized student populations. Due to new circumstances brought about by the COVID-19 pandemic shutdown, these inequities are clearer than ever and redefine the outlook on fair education. The purpose of this study was to investigate K-12 online learning issues during the pandemic in terms of achievement gaps and inequities present for marginalized student populations of America. Results revealed that socioeconomically disadvantaged students fell further behind their average and higher-income peers compared to pre-pandemic years. Additionally, marginalized student populations were more likely to lack the home support and resources necessary to participate in online lessons. Short-term impacts of the pandemic disparity are expected to be focused on marginalized student populations, including increased dropout rates and food insecurity. Long-term impacts are expected to have a country-wide impact, lowering future income, reducing Gross Domestic Product (GDP), and increasing the rate of poverty.

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