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Did Emergency Remote Teaching and the COVID-19 Pandemic Exacerbate Inequities? Considering Institution Type, Gender, and Race/Ethnicity.

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Title: Did Emergency Remote Teaching and the COVID-19 Pandemic Exacerbate Inequities? Considering Institution Type, Gender, and Race/Ethnicity.
Authors: Wladis, Claire (AUTHOR), Hachey, Alyse C. (AUTHOR), Conway, Katherine (AUTHOR)
Source: Journal of Higher Education. 2024, Vol. 95 Issue 3, p313-349. 37p.
Subjects: Race, COVID-19 pandemic, Hispanic American students, Gender, Community colleges, University towns
Abstract: This study explores the extent to which college context (two- vs. four-year), gender, and race/ethnicity correlated with worsening course outcomes during emergency remote teaching during the COVID-19 pandemic, by comparing outcomes within students between the fall 2019 pre-pandemic and spring 2020 pandemic terms. In particular, it explores the extent to which prior voluntary online course-taking is related to patterns among these groups. Results from this study suggest that students at two-year colleges, men, and Black and Hispanic students had worse outcomes during emergency remote teaching, if they had not previously voluntarily enrolled in online courses. However, these differential trends were not observed among students who had voluntarily enrolled in online courses prior to the pandemic. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Did Emergency Remote Teaching and the COVID-19 Pandemic Exacerbate Inequities? Considering Institution Type, Gender, and Race/Ethnicity.
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  Data: <searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+students%22">Hispanic American students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender%22">Gender</searchLink><br /><searchLink fieldCode="DE" term="%22Community+colleges%22">Community colleges</searchLink><br /><searchLink fieldCode="DE" term="%22University+towns%22">University towns</searchLink>
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  Label: Abstract
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  Data: This study explores the extent to which college context (two- vs. four-year), gender, and race/ethnicity correlated with worsening course outcomes during emergency remote teaching during the COVID-19 pandemic, by comparing outcomes within students between the fall 2019 pre-pandemic and spring 2020 pandemic terms. In particular, it explores the extent to which prior voluntary online course-taking is related to patterns among these groups. Results from this study suggest that students at two-year colleges, men, and Black and Hispanic students had worse outcomes during emergency remote teaching, if they had not previously voluntarily enrolled in online courses. However, these differential trends were not observed among students who had voluntarily enrolled in online courses prior to the pandemic. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2023.2250696
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        Text: English
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        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Hispanic American students
        Type: general
      – SubjectFull: Gender
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      – SubjectFull: Community colleges
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      – SubjectFull: University towns
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      – TitleFull: Did Emergency Remote Teaching and the COVID-19 Pandemic Exacerbate Inequities? Considering Institution Type, Gender, and Race/Ethnicity.
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              Text: 2024
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