The Impact of Lockdown on the Learning Gap: Family and School Divisions in Times of Crisis

Autor/inn/en	Bonal, Xavier; González, Sheila
Titel	The Impact of Lockdown on the Learning Gap: Family and School Divisions in Times of Crisis
Quelle	In: International Review of Education, 66 (2020) 5-6, S.635-655 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonal, Xavier) ORCID (González, Sheila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-020-09860-z
Schlagwörter	School Closing; COVID-19; Pandemics; Educational Change; Social Capital; Cultural Capital; Social Differences; Educational Opportunities; Disadvantaged; Social Class; Educational Quality; Middle Class; Learning Experience; Public Schools; Private Schools; Family Characteristics; School Role; Low Income Groups; Socioeconomic Influences; Access to Education; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Bildungsreform; Sozialkapital; Sozialer Unterschied; Bildungsangebot; Bildungschance; Social classes; Soziale Klasse; Quality of education; Bildungsqualität; Mittelschicht; Lernerfahrung; Public school; Öffentliche Schule; Private school; Privatschule; Sozioökonomischer Faktor; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Spanien
Abstract	The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families' economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors' analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01