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Saule Bekova 1,2, Evgeniy Terentev 1,2, Natalia Maloshonok 1
  • 1 National Research University Higher School of Economics, 20 Myasnitskaya Str., Moscow, 101000, Russian Federation
  • 2 National Research University Higher School of Economics, 16 Soyuza Pechatnikov Str., Saint Petersburg, 190008, Russian Federation

Educational Inequality and COVID‑19 Pandemic: Relationship between the Family Socio-Economic Status and Student Experience of Remote Learning

2021. No. 1. P. 74–92 [issue contents]
Saule Bekova — PhD, Research Fellow, Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics. E-mail: sbekova@hse.ru (Corresponding author)

Evgeniy Terentev — Candidate of Sciences in Sociology, Senior Researcher, Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics. E-mail: eterentev@hse.ru

Natalia Maloshonok — Candidate of Sciences in Sociology, Director of the Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics. E-mail: nmaloshonok@hse.ru

Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation.

The urgent transition to distance education in March 2020 revitalized the debate on the influence of a new educational reality on the educational inequality. A study was performed to measure the relationship between the difficulties experienced by students during distance learning and their socioeconomic status. Data from a nationwide survey of students administered in late March — early April 2020 by a team of researchers from a few Russian universities was used as empirical basis of this study. Results demonstrate significant differences in obstacles faced by students from families with different levels of income. Students from low-income families were the most likely to have technical and self-regulation problems and to lack skills required for effective distance learning. Findings indicate the importance of finding system-level solutions to ensure equal opportunities for students in distance learning, regardless of their socioeconomic status.
Citation: Bekova S. K., Terentev E. A., Maloshonok N. G. (2021) Obrazovatel’noe neravenstvo v usloviyakh pandemii COVID‑19: svyaz’ sotsial’no-ekonomicheskogo polozheniya sem’i i opyta distantsionnogo obucheniya studentov [Educational Inequality and COVID‑19 Pandemic: Relationship between the Family Socio-Economic Status and Student Experience of Remote Learning]. Voprosy obrazovaniya / Educational Studies Moscow, no1, pp. 74–92.
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