Race and Class in the Online Classroom
Online students are not a monolith. This is a statement that is easy to agree with, but what does it really mean? Scholars and practitioners alike have been wrestling with the question of how to serve diverse learners in online environments. But to answer that question, it is worth exploring what those unique challenges might be. I go into more depth in Creating Inclusive Online Communities: Practices that Support and Engage Diverse Students, which you can buy here https://bit.ly/berrypreorder
Class in the online classroom
The pandemic has raised awareness about the importance of access to high speed computers and the internet. Despite this reality, only 51% of households with incomes of $25,000 or less have desktop or lap- top computers, and 59% have internet access (Ryan, 2017). Access to high speed internet is even more difficult for students living in rural areas, including on tribal lands. Educators must consider that when students do not have cameras on in virtual classrooms, or when they are not participating in discussion, it may not be because they do not want to. Technology access may be informing how they participate.
Race in the online classroom
Understanding the role of race and racism in online learning is complex. Most research on online learning has been race neutral, overlooking the ways in which race can impact students experiences in different ways. Others have painted students of color with a broad brush, and failed to see the nuances in experience based on country of origin, ethnicity, and race. As researchers begin to create work that keeps up with the experiences of students on the ground, a few things are important to note.
The same biases that impact in-person courses can impact online courses. Online students are not anonymous. In a synchronous course, students can still see each other, and in that way, can still code race and racism onto their peers. Even in an asynchronous course, race does not go away (nor should it). Online courses are not colorblind.
Students may feel a sense of belonging in some spaces (e.g. extracurricular programs), and not in others (e.g. classrooms).
The online setting can create a sense of comfort for some BIPOC students. Online learning may present a buffer from certain place-based microagressions. For example, some BIPOC students may view online learning as a respite from physically attending courses on a campus with a chilly racial climate, or a campus that is located in a city or town that is less than inclusive of certain racial or ethnic groups.
At the same time, online spaces can be particularly challenging for BIPOC students. Many researchers have written about how online users become emboldened in virtual spaces, expressing hateful ideas with more vigor than they would in person. The online classroom is no different. Students may be emboldened to share challenging or hateful ideas, particularly in asynchronous forums like discussion boards. In Creating Inclusive Online Communities, I outline strategies for moderating virtual spaces in ways that keep diverse learners safe.
In short, this is the type of nuance that Creating Inclusive Online Communities explores. You can buy the book, here https://bit.ly/berrypreorder
Part two of this book will explore gender and disability in online courses. Sign up for more blog updates, here https://bit.ly/berryupdates
