Economic Inequality, the Digital Divide, and Remote Learning During COVID-19

Abstract

Wealth and education establish a cycle of intergenerational inequality. Wealthier households can provide more educational opportunities for their children, who then will have more chances to build wealth for themselves. The digital divide may have emerged as a key reinforcing mechanism of education through wealth and of future wealth through education during the pandemic. The intergenerational transmission of racial wealth inequality likely played out at rapid speed during the pandemic. We analyze the link between wealth, reliable internet and electronic device availability, remote learning time, race, and ethnicity, using the U.S. Census Bureau's Household Pulse Survey. We conclude that Black and Hispanic/Latinx households have less reliable internet and devices available. This goes along with fewer hours children spend on remote learning. The lack of internet and devices correlates with less wealth, as reflected in lower homeownership rates and greater housing instability. Black and Hispanic/Latinx households, in particular, are more likely to be renters and face housing instability.

Zooming In: Courtrooms and Defendants’ Rights during the COVID-19 Pandemic

“…There are numerous consequences of digital exclusion. For example, much has been written about the effect of the digital divide on education (Baum et al, 2014; Francis and Weller, 2021; Lai and Widmar, 2021). In their study on class, race, and remote learning, Francis and Weller (2021) found that even though Latinx/Hispanic and Black students spent more time on remote learning than their peers, they were “less likely to have reliable access to remote devices” (15).…”

“…For example, much has been written about the effect of the digital divide on education (Baum et al, 2014; Francis and Weller, 2021; Lai and Widmar, 2021). In their study on class, race, and remote learning, Francis and Weller (2021) found that even though Latinx/Hispanic and Black students spent more time on remote learning than their peers, they were “less likely to have reliable access to remote devices” (15). According to Francis and Weller, this creates a racial achievement gap that will worsen wealth inequality between Latinx/Hispanic, Black, and White populations.…”

Should COVID-19 vaccines be mandated in schools? - an international caregiver perspective

“… [35] , [36] , [37] Furthermore, if caregiver intent to remove the child from school holds true for patients with lower socioeconomic status, virtual learning or home/schooling poses the threat of widening the socioeconomic gap in education as students of lower socioeconomic status may struggle with adequate/nutritious food, safe location to study and learn, and lack of access to age-appropriate resources such as computers/books/internet. [35] , [38] , [39] , [40]…”

Mississippi Boiling: Boil Water Alerts and their Impact on the Unexcused Absence Rate in Public Schools in Jackson, Mississippi

“…Access to these alerts requires internet connectivity, which is still out of reach for 44% of Mississippi's residents, especially Black residents, who make up the majority of Jackson's population. 51,52 If/when a BWA reaches an affected household in Jackson, they rarely describe the cause of the issue or provide residents about what contaminants are expected to be in the water as a result of the alert. While directions to boil water may reduce harmful levels of bacteria such as E. Coli, boiling can increase the concentrations of heavy metals, such as lead.…”