The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

• In Event: Classrooms Amid Crisis: Teachers' Experiences During the Pandemic


Abstract

Despite the fact that American education has at its core strived to provide pathways of opportunity to remedy socio-economic inequalities, as educational institutions transitioned into online virtual classrooms due to the COVID-19 pandemic these inequalities have come into sharper focus for us. We became more aware of the stark disparities in a virtual space, specifically amongst students of color and how these disparities affected their learning. The sample for this study consisted of 2 professors and 40 students. Data sources included reflexive journals, recorded class sessions, students’ questionnaires, and recorded meetings. Findings include 1) students’ identities were negotiated differently in face-to-face classrooms versus virtual classrooms, and 2) the need for responsive pedagogical practices acknowledging and accepting the presence of COVID-19.

Authors

• Lavina Sequeira, Felician University

• Charity M. Dacey, Felician University