Educational Inequality in the Distance Learning Period: A Phenomenological Perspective

Maria S. Dobryakova (), Elizaveta Sivak and Olisya Yurchenko ()
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Maria S. Dobryakova: National Research University Higher School of Economics (Russian Federation)
Olisya Yurchenko: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2021, issue 11, 1-5

Abstract: Distance learning due to the COVID-19 pandemic has highlighted and increased educational inequalities. It divided families by how well they were prepared and adapted to school closures. This issue examines family responses to distance learning and factors, which influenced these responses, based on these interviews with students and their parents. The study sample consisted of 36 families from nine Russian regions. Based on the analysis we formulate the hypothesis that the educational trajectories of students and the subjective well-being of families during distant learning were influenced not only by the socio-economic status of the family (technical capabilities and housing conditions), but also by the professional status and dispositions of parents. The interview revealed the relationship between the nature of the work of parents and the readiness of children for self-regulatory learning: students whose parents are involved with non-routine work with greater autonomy in the workplace were in an advantageous position. Children in these families most often had the necessary skills for self-regulated learning: they could set educational goals and objectives; prioritize; manage their own time; motivate and control themselves.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2021
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