by Fiona Shi
In this essay, Fiona Shi weaves in her pandemic experiences and observations with other sources, creating a complex and multi-dimensional look at how COVID-19 has increased education disparities. She examines how her own daily life and family was impacted while analyzing key shifts in COVID-19-era education relating to class, race, and gender. At the end of the paper, Shi urges for change. We were very impressed by the way Shi makes connections between her own life and broader social trends and how she organizes this thoughtful paper.
—Joss Lake, editor
The COVID-19 pandemic transformed many aspects of life. As I transitioned from a student in high school to one in higher education during this time, I began to notice the disparities within the education system. Just a couple of months ago, my day as a high school senior began at 5:50 AM. I got dressed and left the house by 6:20 AM. I took multiple modes of public transportation before finally arriving at the corner of Chambers St and W Broadway. This is where I would buy my morning pick-me-up from my favorite coffee cart owned by Bangladesh immigrants. Iced coffee was $2.75 and a muffin was $1.50. I attended in-person classes from 8:00 AM till 1:50 PM and grabbed a $6.00 lunch at a local deli. After lunch, I took the train back to Queens with friends to study at a cafe in our neighborhood. Here I would purchase my second cup of coffee coming in at $3.50 and by 6:00 PM a $4.00 everything bagel with cream cheese. Finally, by 9:30 PM at the latest, I wrapped up and returned home.
Now my day begins at 8:45 AM the earliest, but usually much later. Remote learning removed the need to wake up more than 2 to 30 minutes before class begins. With this change in my schedule, many students and professors have eliminated the need to commute beyond their front doors. This entails a tremendous decrease in the use of public transportation, thus a decrease in the MTA’s revenue and job positions. After waking up, I make an effort to put on an acceptable outfit. Despite not going out and seeing other people, I realized early on a powerful outfit can increase my productivity. As someone who loves to buy and create outfits, this seemingly minuscule task also brings joy to my day. However, as we near the end of the semester, more than half of my closet is rendered useless as I alternate between a few pairs of comfortable pants and a couple of Zoom-appropriate tops. On the other hand, one of the few things that have not changed due to the pandemic is my daily dose of iced coffee; I have resorted to making my own at home. Most of the customers at my favorite coffee cart are students and educators from my high school and the college nearby. Both have had a significant decrease in in-person attendance, raising the question of their breakfast habits now. Are the people in what used to be a never-ending line still consuming caffeine? Do they eat breakfast anymore? If so, is it made at home, and who prepares it?
Next, I attend my online classes. Remote learning has made it extremely difficult to get to know my peers. It is impossible to lean over and whisper a quick joke on Zoom. Reaching out to someone online feels risky because it creates the possibility of being ignored. All low-stake forms of communication have been eradicated. By noon I have completed my morning classes and will get ready to eat the lunch my mom tirelessly prepared. Staying home allows me to save a significant amount of money on food alone. This also indicates that smaller restaurants are suffering financially. After lunch, I return to my bedroom to get started on my work for the week. At this point, I will sit at my desk for a few hours at a time only getting up to use the restroom or to grab a cup of tea and a snack. The cost of my makeshift cafe is substantially lower than outside cafes. At home, the cost of a milk tea (two Lipton tea bags and a splash of Half and Half) and a homemade muffin is at most $1.00. As a result of remote learning, the common thread eliminated in my day is the consumer aspect. As my dad said, “The best thing about online school is you save my money.”
Many families have also encountered spatial issues during the pandemic. My younger brother, an eighth-grader, is attending school remotely and faces this issue that I do not have to. My parents rented out two rooms on our second floor to help pay our mortgage. In the meantime, my brother lives in a makeshift bedroom in the living room. This was never quite an issue as our house was largely empty before March. It was my parents’ intention for him to move upstairs this past summer. However, due to COVID, it was unethical to ask our tenants to move. My brother’s lack of personal space proved to hinder his academics these past few months. Just last week, my parents were talking obnoxiously loud at the dining table in the morning. My brother lashed out, “Why are you yelling! I am in class. Can you stop.” Our family has since adjusted to his learning space and try as hard as we can to remain relatively quiet in the living room from 8:00 AM to 1:50 PM, his school hours. During my interview with him, he also said, “I really want my own room. It’s not fair that you get one, and I can’t even work in peace.” I couldn’t agree more.
After witnessing the issue my brother faced within our home, I realized many others must also be dealing with this same issue of space. Homes have never been the typical place to work, so many families were not equipped to house that. Additionally, in many families, older siblings, who had moved out, moved back in when the pandemic hit, meaning there is even less space per individual. I noticed a few peers who have people walking in and out of their Zoom frames suggesting they may not have access to a private workspace. Amongst those who rarely turn on their cameras, this could explain why. I am extremely fortunate to have a room where I can focus on my schoolwork and not have to worry about who may pop through the door or what my peers may see in the background. The disparity between learning spaces contributes to the inequality that already exists in education. While the resources at schools in different neighborhoods were never quite the same, students at each school had access to the same resources. When the pandemic hit, this was no longer the case. People from the upper, middle, and lower class retreated to their respective homes marked by class.
Wealthier families had more options for providing the best education for their children. They were able to hire esteemed educators and create exclusive learning pods. Others were not so lucky. Despite wanting the best for their children, they were unable to teach the material themselves or hire a tutor to do so. My brother is fortunate as he has a free private tutor available 24/7. He has asked me countless questions ranging all subjects, and I was able to provide him with the individual learning experience that many students no longer have. As the eldest child of two Chinese immigrants with limited English abilities and less than a high school education, had this occured when I was in middle school, I would have been heavily disadvantaged. Another aspect of the social class divide revealed by online learning is the lack of learning devices at home. For NYC public schools, this is where the state (DOE) stepped in by providing internet-enabled learning devices. The Baruch Computing and Technology Center offers these same resources for Baruch students. One of the key attributes of the iPads the DOE offers is the ability to use it as a hotspot for other devices. This addresses households that do not have internet access. During one of the days of my participant observation, I noticed the wifi router in my room. I had never paid it attention before, but I realized what a privilege it was to have internet access from my very room.
Another marker of the class divide is the need to work during a pandemic. I first realized this when a girl in my class had slightly wet hair and the professor jokingly questioned whether or not she was awake. She replied that she was simply tired because she had just finished a work shift. Her hair was wet because she had showered. I was astounded. I was still half asleep, yet this girl had completed an entire work shift and showered. I became curious as to how many of my peers had jobs, so I created a poll on Instagram: “FOR COLLEGE KIDDOS ONLY: are you currently working a job while in school?” I received 233 responses with 38% of them working a job. While there are numerous variables not addressed in my very simple poll, this was the quickest and most effective method I knew to reach people from various social, economic, and ethnic backgrounds. Working as a college student typically would not surprise me, but doing so during a pandemic caught me off guard. I had multiple jobs before COVID hit but quickly quit for safety reasons. The fact that so many college students needed to keep working through a pandemic highlights the inequalities present. Due to the additional stressor of work, 38% of college students must split their time, effort, and focus between school and work while also dealing with the pandemic. Undoubtedly, balancing all of this affects their ability to be the best student they can be and gives those who do not have this extra responsibility an advantage.
Race is another element that plays a role in the quality of education one receives. NYC is one of the most diverse cities in America, and NYC’s education system is the largest school district in America. Despite these two great feats, the quality of education one receives varies depending on the neighborhood. Public schools today remain heavily segregated. The student population in my elementary, middle, and high schools were predominantly Asians. Additionally, having visited schools all around NYC because of my high school PSAL Stunt games, I have witnessed the differences in school infrastructure. In some schools, the bathroom doors were only as tall as me, five foot two, and the gap between the door and the stall was larger than the diameter of a quarter. In a New York Times article by Sarah Mervosh, “How Much Wealthier Are White School Districts Than Nonwhite Ones? $23 Billion, Report Says”, it is clear the funds a school receives are largely impacted by the value of property in the vicinity. Lower property value, thus taxes, are correlated with lower revenues for schools. Now with the pandemic, I can only imagine the different experiences as these schools adjusted to online learning. Education online is difficult for everyone, but the lack of appropriate funding and resources may set disadvantaged students even further behind.
The transition from in-person to remote learning also revealed gender inequality at home. As families are cooped up within their own four walls, it is clear that women in the 21st century continue to bear a large portion of housework and childcare responsibilities. This was revealed to me through my professors. One of my professors and her husband both work from home. Their children are also attending school from home. This means that despite being a professor, she must simultaneously take on her role as a mother. In light of this, we have one live session and one recorded session instead of two live classes. This provides flexibility for her, as a mother and wife, and for students, juggling jobs and other intense classes. This structure has been effective and beneficial for both parties, but it forced me to think about the underlying forces. Did she need this flexibility to successfully balance work and family life? Was it “impossible” for her husband to step away from his job on Wednesday mornings? Or perhaps these weren’t the driving factors that led to this decision, but just one of the many contributing ones.
Looking at my family, I noticed a similar pattern. Both of my parents were unemployed earlier in the year, but my dad returned to work soon afterward. Since my brother and I are attending school online, my parents came to the decision that my mom would not return to work. My mom and dad have always been pretty good at dividing housework and child care. My father loves to cook and took up a large portion of housework during his unemployment period. However, reflecting upon their decision, which appeared so instinctive, I realized gender norms play a huge role in what is expected from “the man” and “the woman” in our house. Many other families are also grappling with this power dynamic as mothers have become the primary educators at home during remote learning amongst many other roles. This speaks to a deeper issue within our society leading to decisions that force the burden of child care and housework predominantly onto the woman.
Furthermore, the online classroom increased gender inequality for students in education. According to “Why Boys Are More at Risk of Falling Behind During Remote School” in the Wall Street Journal, girls are more receptive and focused in this new environment compared to boys. In my Zoom classes, I have noticed that girls are more likely to turn on their cameras, which may indicate a higher level of engagement. In one incident, it was encouraged, but not required, that students turned on their cameras while their peers were presenting. Only a handful of girls turned on their cameras. When the cameras are on, there is an unspoken accountability that increases focus and decreases distractions. I noticed that when my camera is on, it is easier for me to participate because I feel a stronger sense of belonging. While this act may seem inconsequential, it can impact the quality of education students are receiving.
The dramatic shift in lifestyle due to COVID-19 exacerbated many of the pre-existing inequalities in the American education system. After interviewing my friend, a Kindergarten Special Education teacher, I realized the inequalities did not stop with what I had discovered. She directed me to the Movement of Rank and File Educators United Federation of Teachers (MORE-UFT) Instagram page. MORE-UFT advocates for more just NYC public schools for students and teachers alike. From their page, I learned about students in shelters who still do not have wifi access. It has been nine months. I learned about teachers being forced back to schools despite a 5% infection rate. Mayor de Blasio promised to close schools at 3%. But most importantly, I learned about MORE UFT’s purpose in negotiating the existing systems of power. The COVID-19 pandemic opened our eyes to the many inequalities in our own backyard. So what are we going to do about it?
Published November, 9 2021
Photo credit: photo provided by Fiona Shi
