Barriers to Participation in Virtual Learning for low-Income, English Learners During the COVID-19 Pandemic.

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Education, Schooling

Abstract

Introduction: Systemic disruption to in-person instruction caused by the COVID-19 pandemic is widely expected to exacerbate socioeconomic disparities in academic outcomes. Students from low-income families may benefit less from virtual services due to a lack of necessary technological resources (Ryan, 2017), adequate home space (Maxwell, 2010), and adult support (Cohen, 2017). Given that academic instruction is imparted almost exclusively in English, English language learners (ELLs) face even greater barriers, such as disruption in the progress of the acquisition of the English language, as well as mastery of knowledge of subjects imparted to them in English (Robles & Belsha, 2020). In this mixed-methods study, we assessed barriers to effective participation in online instruction that low-income, predominantly ELL students have experienced during the COVID-19 pandemic, and we identify areas where these students’ caregivers need support.
Method: Participants were 100 primary caregivers of third and fourth grade students in the San Francisco Bay Area who attended an online Boys and Girls Clubs of America summer program. This is a nonprofit organization serving low-income communities that focuses on closing the opportunity gap. Of the 138 families we contacted, 72% responded to a telephone survey about their child’s online learning experiences during the summer program; 84% of surveys were conducted in Spanish. Forty-five percent of children were female, and 92% were Latinx/Hispanic. We asked caregivers about different barriers to participation in online learning and whether they would like to receive different types of support (see Table 1). At the end of the survey, we asked caregivers to share any other thoughts with us. We categorized these open-ended responses into broad themes (see Table 2).
Results: Our findings revealed students experienced significant barriers to participation during virtual learning in key areas. Only 45% of caregivers reported that their internet access was often strong enough for video calls. Caregivers reported 54% of children sometimes or often need support during video calls; however, only 27% of children often receive adult support. Caregivers frequently requested support with understanding how to solve technology issues (66%) and help understanding assignments (73%). Qualitative responses revealed that caregivers: (1) identified language barriers and a lack of technological knowledge as the most significant challenges to students’ online learning. (2) expressed concerns that the pandemic was negatively impacting their children’s learning and social development.
Discussion: In our sample low-income, mostly ELL students, caregivers’ need for support in solving technology-related issues and understanding lessons and assignments suggests that existing online programs targeting at-risk youth are not fully meeting families’ needs. Our study indicates that a lack of technological knowledge, limited adult support, and language barriers are contributing to educational disparities experienced by this group of students. Policies that aim to close opportunity gaps must consider ways to address these needs, such as increasing resources for caregivers’ who are not fluent in English and by providing more support with technology use.

Authors

• Aldo Javier Esparza, Stanford University
  Presenting Author

• Lily Steyer, Stanford University
  Non-Presenting Author

• Michael J. Sulik, Stanford University
  Non-Presenting Author

• Jelena Obradovic, Stanford University
  Non-Presenting Author