Families between care, education and work: The effects of the pandemic on educational inequalities in Italy and Milan

Cordini, Marta; Angelis, Gianluca De

doi:10.1111/ejed.12483

Cited by 20 publications

(5 citation statements)

References 30 publications

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“…However, more than the digital attitude, the availability of digital devices (Q2 and Q3) as well as the quality of internet connection (Q4 and Q5) represented barriers for creating an adequate DL environment. The pandemic further accentuated social inequalities, worsening the economic conditions of many families [ 16 , 17 ], with the result that some students could not afford adequate digital devices [ 18 ]. Following the allocation of numerous public funds by the state, regions, and municipalities, all Italian schools have taken action to make laptops, notebooks, and tablets available to school students on a free loan basis.…”

Section: Discussionmentioning

confidence: 99%

Student Evaluation of Distance Learning during the COVID-19 Pandemic: A Cross-Sectional Survey on Medical, Dental, and Healthcare Students at Sapienza University of Rome

Lollobrigida

Ottolenghi

Corridore

et al. 2022

IJERPH

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The COVID-19 pandemic has had a deep impact on university education, necessitating an abrupt shift from face-to-face learning to distance learning (DL). This has created new challenges, especially for those courses in which practical activities and internships are integral parts of the education program. The aim of this study was to assess the impact of DL on the study progress of a population of pregraduate students of medicine, dentistry, and healthcare professions. The survey was administered through an anonymous questionnaire by sharing a Google Forms link. Demographic data and educational background information were collected to obtain a profile of the participants. Different aspects of DL were investigated, including availability of digital devices, quality of connection, and environmental conditions; other questions focused on the effects of DL on students’ progress and professional maturation. Measures of association were also calculated using the chi-squared test, Cramer V, and Somers D. Among the 372 who participated, the results showed that students had a positive attitude toward online classroom and that DL did not substantially affect their progress. Most of the associations were statistically significant, also highlighting the effect of the degree course on the responses. Some critical issues clearly emerged, however, including the lack of adequate devices and environmental conditions due to economic disparity, poor relationships, suspension of internship programs, and clinical training. The results suggest that DL cannot be considered as a substitute for classroom-based medical education outside an emergency context.

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Section: Discussionmentioning

confidence: 99%

Student Evaluation of Distance Learning during the COVID-19 Pandemic: A Cross-Sectional Survey on Medical, Dental, and Healthcare Students at Sapienza University of Rome

Lollobrigida

Ottolenghi

Corridore

et al. 2022

IJERPH

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“…Increased inequalities have been found to be growing especially for primary school students, in the same study (ibid.) Other studies also highlight importance, besides financial resources, of the educational level of households—a study conducted in Italy (Cordini and De Angelis 2021 ), together with area-based inequalities, in regard to school closure in rural localities, as outlined in a study performed for Chile (Bellei et al 2022 ).…”

Section: Research Backgroundmentioning

confidence: 99%

Log in or out of online schooling: the case of Romania

Marin¹

2022

SN Soc Sci

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This paper is about access to and participation in education under COVID-19 circumstances, in 2020, for the case of Romania. The study is based on a desk research and a qualitative research. The purpose of conducting the desk research was to better understand the circumstances under which educational activities have been performed in Romania during 2020. The qualitative research was conducted between November and December 2020, with the representatives of disadvantaged educational units from several development regions of Romania. The following research questions guided the study: (i) what are the key factors influencing access and participation in educational activities during the pandemic in Romania? (ii) which are the coping strategies (if any) developed in response to the pandemic constraints? The respondents of the qualitative research are school principals of ten pre-university disadvantaged educational units. The conducted thematic analysis identified six themes, with various subsequent themes in each field. They are grouped as follows: (1) high instability of the educational environment; (2) distance learning without an online component, incorporating a discussion on access to equipment and internet; local administrative capacity; increased educational risks and inequalities and implications for student’s assessment; (3) distance learning for children with special educational needs and children with disabilities; (4) coping strategies used in distance learning; (5) parents’ participation in distance learning and (6) perceived difficulties and support needed during distance learning. The paper provides implications and future research directions in the last section.

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“…This had significant consequences on their own workload, often forcing a reduction in working hours for those who were able to transfer their duties online. Others lost access to their livelihood entirely (Cordini & De Angelis, 2021; Pitzalis & Spano, 2021), with significant consequences for entire families, once financial support started to wane. For this reasons the impacts of school closures were more extreme on lower classes, thereby exacerbating social class disparities (Goudeau et al, 2021).…”

Section: The Impacts Of Covid‐19 On Children: Where Are the African C...mentioning

confidence: 99%

Play and learn: Children's agency through the COVID‐19 pandemic in Mozambique

Pastore

Salvi

2022

Children & Society

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Social distancing, one of the measures adopted in the context of the COVID‐19 pandemic, profoundly impacted on the lives of children. The consequences were, however, not homogenous. By focusing on the daily practices of 41 Mozambican children aged 3–10, we consider how differences in socioeconomic backgrounds led children to respond to the social restrictions in ways that made sense to them. Inspired by Abebe (2019), we identify how the interruptions of daily routines enabled specific instances of agency on children's part. These, we argue, produce new forms of continuity.

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Families between care, education and work: The effects of the pandemic on educational inequalities in Italy and Milan

Abstract: This is an open access article under the terms of the Creat ive Commo ns Attri bution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 20 publications

References 30 publications

Student Evaluation of Distance Learning during the COVID-19 Pandemic: A Cross-Sectional Survey on Medical, Dental, and Healthcare Students at Sapienza University of Rome

Student Evaluation of Distance Learning during the COVID-19 Pandemic: A Cross-Sectional Survey on Medical, Dental, and Healthcare Students at Sapienza University of Rome

Log in or out of online schooling: the case of Romania

Play and learn: Children's agency through the COVID‐19 pandemic in Mozambique

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