Oudom Hean and Nattanicha Chairassamee
The authors aim to analyze the inequality in accessing distance learning during COVID-19 school closures.
Abstract
Purpose
The authors aim to analyze the inequality in accessing distance learning during COVID-19 school closures.
Design/methodology/approach
The authors use the Household Pulse Survey, which is an effort by the United States (US) government to measure the well-being of American families during the COVID-19 pandemic. The authors employ a regression analysis to estimate the inequality in accessing distance learning by race and household income.
Findings
Disadvantaged children from nonwhite and low-income families have much less access to distance learning, including less access to online classes, digital devices and the Internet. Schools are critical providers of the Internet and digital devices to children from disadvantaged households. Schools and parents devote more attention to these nonwhite children by spending extra time on their learning activities.
Originality/value
This paper estimates the inequality in accessing distance learning during the COVID-19 crisis. Also, the authors analyze the responses of schools and parents toward this inequality.