COVID-19 and Risks for Disadvantaged Students: A Media Coverage Analysis from a Cultural Psychology Perspective

Autor/in	Espinosa Castro, Tatiana
Titel	COVID-19 and Risks for Disadvantaged Students: A Media Coverage Analysis from a Cultural Psychology Perspective
Quelle	In: Intercultural Education, 31 (2020) 6, S.661-670 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2020.1800922
Schlagwörter	COVID-19; Pandemics; School Closing; At Risk Students; Dropouts; Equal Education; Environmental Influences; Disadvantaged Youth; Foreign Countries; Access to Education; Parent Role; Access to Computers; Teacher Role; Stress Variables; Special Needs Students; Students with Disabilities; Learner Engagement; Social Influences; Spain; Italy; France; Europe + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Environmental influence; Umwelteinfluss; Benachteiligter Jugendlicher; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Parental role; Elternrolle; Lehrerrolle; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sozialer Einfluss; Spanien; Italien; Frankreich; Europa
Abstract	The health and social crisis caused by coronavirus disease (COVID-19) has had an especially strong impact on the academic prospects of the most vulnerable populations in society. This paper focuses on the consequences of the current crisis in terms of their potential to negatively impact school disengagement and early school-leaving rates. First, the author reviews the causes of early school leaving, divided into exogenous and endogenous factors. Second, the key findings of a media coverage analysis are presented. This analysis focuses on key educational aspects and consequences related to the COVID-19 crisis and the potential impact on disengagement, early school leaving and educational inequality gaps. Lastly, in the light of those consequences, a sociocultural model of behaviour is suggested as a useful lens to envision solutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01