Disparities in Remote Learning Faced by First-Generation and Underrepresented Minority Students During COVID-19: Insights and Opportunities from a Remote Research Experience.

Abstract

The COVID-19 pandemic forced an unprecedented shift to remote instruction across higher education, potentially magnifying inequities faced by First-Generation and underrepresented minority (URM) college students, especially in STEM. We tested this hypothesis through a unique, student-generated survey developed through an online research practicum. Results show that the transition to remote learning was challenging across all student demographics, increasing student workload, and limited their ability to succeed. Most students reported less ability to focus on school, and challenges balancing school and home responsibilities. However, while STEM students were significantly less satisfied with their remote learning experience, URM and First-Generation students were most impacted by disparities during remote learning. These students had significantly greater expectations to help siblings with remote learning, leaving less time for school work and greater challenges balancing school and household responsibilities. URM and First-Generation students also suffered greater economic and food insecurity related to COVID-19. Results highlight key disparities in remote learning that could compound existing inequities in higher education. At the same time, this study demonstrated how student voices in survey development provide novel and actionable insights. Additionally, by focusing on the research process, rather than specific skills, this study provides a scalable pedagogical model for providing authentic undergraduate research experiences remotely, in a way that fosters student engagement and increases interest in further undergraduate research, including topics not directly related to the subject of this study.