The Impact of Distance Learning on Students with Low-Socioeconomic Backgrounds: An Autoethnography Exploration
Session Title
Education : Students and Learning
Faculty Mentor
Sarah Marie Catalan Berry, Ph.D.; catalanas@winthrop.edu
College
College of Education
Department
English
Faculty Mentor
Sarah Marie Catalan Berry, Ph.D.
Abstract
As more sophisticated technology for distance learning makes its mark, the role of the teacher is being expanded to include skills and strategies appropriate to teaching students online. Some teachers welcome the opportunity, while others are challenged by distance teaching. In 2020, the advent of the COVID-19 pandemic forced an immediate change to distance teaching at all levels of education. This research examines the effects of distance learning by capturing the perspective of a First-Generation, African American college student who completed his spring 2020 and fall 2021 semesters online. In particular, questions will be asked to determine the positive and/or negative impact of learning for a black, first-generation student with low socioeconomic background. Due to social injustice, finical instability, and lack of experience, educators must understand how the world around a student can affect their academic performance. The data is captured through auto-ethnography, a form of qualitative research that analyzes data from personal experiences through a thematic coding system. The purpose of this research is to provide educators with a more focused lens to see the mind of a student who has to face systemic barriers. This research can assist teachers in helping students to meet Maslow Hierarchy of learning needs, which will increase students' overall academic success.
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Course Assignment
MCNR 300 - Fortner-Wood
Other Presentations/Performances
Winthrop University McNair Research Symposium, Rock Hill, SC, June 2020
Grant Support
Ronald E. McNair Post-Baccalaureate Achievement Program
Start Date
16-4-2021 3:00 PM
The Impact of Distance Learning on Students with Low-Socioeconomic Backgrounds: An Autoethnography Exploration
As more sophisticated technology for distance learning makes its mark, the role of the teacher is being expanded to include skills and strategies appropriate to teaching students online. Some teachers welcome the opportunity, while others are challenged by distance teaching. In 2020, the advent of the COVID-19 pandemic forced an immediate change to distance teaching at all levels of education. This research examines the effects of distance learning by capturing the perspective of a First-Generation, African American college student who completed his spring 2020 and fall 2021 semesters online. In particular, questions will be asked to determine the positive and/or negative impact of learning for a black, first-generation student with low socioeconomic background. Due to social injustice, finical instability, and lack of experience, educators must understand how the world around a student can affect their academic performance. The data is captured through auto-ethnography, a form of qualitative research that analyzes data from personal experiences through a thematic coding system. The purpose of this research is to provide educators with a more focused lens to see the mind of a student who has to face systemic barriers. This research can assist teachers in helping students to meet Maslow Hierarchy of learning needs, which will increase students' overall academic success.
