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dc.contributor.authorMohan, Gretta
dc.contributor.authorCarroll, Eamonn
dc.contributor.authorMcCoy, Selina
dc.contributor.authorMac Domhnaill, Ciarán
dc.contributor.authorMihut, Georgiana
dc.date.accessioned2021-06-22T08:30:06Z
dc.date.available2021-06-22T08:30:06Z
dc.date.issued2021-05-20
dc.identifier.citationMohan , G , Carroll , E , McCoy , S , Mac Domhnaill , C & Mihut , G 2021 , ' Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland ' , Irish Educational Studies , vol. Latest Articles . https://doi.org/10.1080/03323315.2021.1915841en
dc.identifier.issn0332-3315
dc.identifier.otherPURE: 274558393
dc.identifier.otherPURE UUID: 3f6aca96-8845-4acc-ba0c-576265911095
dc.identifier.otherJisc: c4b822373f9c4864882dd349d25f5ce7
dc.identifier.otherScopus: 85106209682
dc.identifier.otherWOS: 000652814000001
dc.identifier.otherORCID: /0000-0002-9869-7103/work/102726029
dc.identifier.urihttp://hdl.handle.net/10023/23405
dc.descriptionThis research is supported by the Economic and Social Research Institute’s Electronic Communications Programme, jointly funded by the Department of the Environment, Climate and Communications and the Commission for Communications Regulation in Ireland.en
dc.description.abstractCOVID-19 school closures have seen the homeplace become a school-place for students and their families in Ireland. This paper presents research on the resources and supports available for students to engage with learning in their home environments. Evidence from a nationally representative survey comprising one third of second-level school leaders, conducted during the first school closures in 2020, shows that attendance and engagement appears to be influenced by the educational level of parents/guardians. The association between parental education and student engagement was stronger for Junior Certificate students but was not statistically evidenced for Leaving Certificate students. Qualitative evidence sheds further light on inequalities which characterised students’ experiences of online and remote learning. Viewing these developments through a social reproduction framework, this study argues that unequal home learning environments may magnify existing inequalities. To prevent a return to the classroom with more classed outcomes, it is imperative that policy, planning and investment strive to mitigate the impact of COVID-19 on educational inequality.
dc.format.extent10
dc.language.isoeng
dc.relation.ispartofIrish Educational Studiesen
dc.rightsCopyright © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercialNoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en
dc.subjectHome learning environmentsen
dc.subjectCOVID-19en
dc.subjectSecond levelen
dc.subjectStudent engagementen
dc.subjectParental educationen
dc.subjectL Educationen
dc.subjectRA0421 Public health. Hygiene. Preventive Medicineen
dc.subject3rd-DASen
dc.subject.lccLen
dc.subject.lccRA0421en
dc.titleMagnifying inequality? Home learning environments and social reproduction during school closures in Irelanden
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Economics and Financeen
dc.identifier.doihttps://doi.org/10.1080/03323315.2021.1915841
dc.description.statusPeer revieweden


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