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

Abstract

The urgent transition to remote learning in March 2020 revitalized the debate on the influence of new educational reality on inequality in education. A study was performed to measure the relationship between the diffficulties experienced by students during remote learning and their socio-economic 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 remote learning. Results indicate the importance of finding system-level solutions to ensure equal opportunities for students in remote learning, regardless of their socio-economic status