S18 Marginalized Students' Barriers to Education During the COVID-19 Pandemic: Evidence and Recommendations for Increased Engagement

Presenters

Heidi Fritz, Psychology
Rachel Steele, Pyschology
Yuki Okubo, Pyschology

Abstract

Students from marginalized groups consistently report more barriers to education than others (Bogart & Dunn, 2019). According to the U.S. Department of Education (2021), while nearly all students encountered some well-being challenges due to COVID-19, students from marginalized groups – particularly students of Color and students with disabilities – were especially likely to encounter difficulties entering, continuing, and completing higher education during the pandemic. We sought empirical evidence to guide our pedagogical decisions during pandemic teaching, with a special awareness of the challenges often experienced by marginalized students. We surveyed students in April (N=182) and November (N=108) 2021 to assess well-being and educational experiences and to ask: What pandemic strategies have we employed at SU that students perceived as helpful in accessing their curriculum?

In April and November 2021, participants reported greater distress than students from three earlier semesters (2017-2018). Students who reported greater impact of the pandemic on practical aspects of their lives experienced greater distress.

Students with disabilities experienced greater distress and impact of the pandemic than did those without in April and November. In November, we assessed educational barriers and found that students with disabilities (N=26) reported more difficulties than those without, including difficulty completing assignments, remembering information, and maintaining full course loads. Moreover, students with disabilities found professors’ use of technology less helpful than did students without disabilities.

Students of Color (N=24) did not report greater distress or impact of the pandemic than did White students, but did report greater impact on test performance. LGBTQ+ students (N=19) reported greater impact of the pandemic than did cisgender/heterosexual students, and greater difficulty with class attendance and remembering information. Our sample was characterized by significant intersectionality in students’ identities.

To conclude, presenters will facilitate an open discussion of strategies for reducing barriers and increasing engagement at instructor, department, and institutional levels.

Session Recording