Disparities in Educational Access in the Time of COVID: Evidence From a Nationally Representative Panel of American Families
Disparities in Educational Access in the Time of COVID: Evidence From a Nationally Representative Panel of American Families
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DOI：
10.1177/23328584211041350
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发表时间：
2021-08-01
期刊：
影响因子：
2.8
通讯作者：
Garland, Marshall
中科院分区：
文献类型：
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作者：
Haderlein, Shira K.;Saavedra, Anna Rosefsky;Garland, Marshall
我们使用了“了解美国调查”（Understanding America Survey）在2020年4月至2021年3月期间收集的数据，该调查是一个由大约1450个有学龄儿童的家庭组成的全国代表性互联网小组，记录了在COVID-19危机期间美国家庭接受K-12教育的情况。我们还探讨了父母种族/民族、收入、城市、党派和年级水平（即小学与初中/高中）的差异。结果揭示了在整个大流行期间在获得技术、指导、服务（例如免费和减价膳食）和面对面学习机会方面发生的不平等的媒介。我们的工作强调了大流行对公平的影响，并指出在2021-2022学年开始前鼓励广泛的面对面学习机会和出勤率对于解决COVID-19的教育影响的重要性。
We use data collected between April 2020 and March 2021 from the Understanding America Survey, a nationally representative internet panel of approximately 1,450 households with school-age children, to document the access of American households to K-12 education during the COVID-19 crisis. We also explore disparities by parent race/ethnicity, income, urbanicity, partisanship, and grade level (i.e., elementary school vs. middle/high school). Results shed light on the vectors of inequality that occurred throughout the pandemic in access to technology, instruction, services (e.g., free and reduced-price meals), and in-person learning opportunities. Our work highlights the equity implications of the pandemic and suggests the importance of encouraging widespread in-person learning opportunities and attendance by the beginning of the 2021-2022 school year for addressing COVID-19's educational effects.