A perspective on Black students learning remotely

Among the themes surrounding remote learning during the pandemic is that Black students, along with other students of color, have been more impacted by disruptions to instruction than White students. As presented in numerous articles and policy reports starting in spring 2020, this view started with the evidence that Black and Latinx students were falling behind further than White students, increasing the achievement gap during extended periods of remote learning. More recently, such reports showed how the “higher a district’s share of white students, the more likely it is to offer in-person instruction.”

Neither of those views was wrong, but a more nuanced idea is emerging more recently as captured in a recent New York Times opinion piece and series of tweets from Dr. Theresa Chapple.

Let’s start with the Times piece, titled “You’re Out of Your Mind if You Think I’m Ever Going Back to School.” The subtitle is telling:  “When learning is virtual, Black parents can watch for unfair treatment.”

The title comes from a statement made by a young Black teenager, who has discovered that since shifting to remote learning, she “has been liberated from hearing negative tropes about Black girls in the lunchroom and hallways.” The article goes on to explain the ways in which learning online can limit microaggressions—as well as more blatant racism.

“one recent analysis indicates that some Black families value keeping their children at home for an entirely different reason [compared to health concerns]: to protect them from racial hostility and bias. Granted, not all Black children are thriving at home. They’re overrepresented among the kids who don’t have reliable Wi-Fi or adequate equipment at home. And supervising online learning is not an option for parents who are essential workers — a group that disproportionately includes Black people. Yet for some of those for whom virtual school is viable, the current disruption has opened up a new world: education without daily anxiety about racism.”

We know that bullying in physical schools is among the many reasons that some students and families choose online schools. Although racist bullying is different than other forms (see 6 differences between racist bullying and other bullying), the Times article suggests some similarities in how online learning can help address both bullying and racism.

Dr. Chapple is quoted in the New York Times report, and adds to these ideas in her tweets, linking to a series of articles while adding her own views. She points out the health-related COVID-19 concerns specific to Black families, including that Black students are more likely than White students to live in multi-generational households. She adds, in a series of tweets:

“Everyone can think of something bad to say about virtual school. But I asked a group of 10k Black parents what did they like about it. Overwhelmingly, Black parents said our kids can learn at their own pace, less stressed, kids aren't getting in trouble...

more parent interaction with teachers, can address microaggressions children face head on, no bullying, hug breaks with your children. Some parents even said they hope this can continue to be an option. Virtual school has its cons, but also its pros…

here's one of my favorite quotes "My child can learn standing, or sitting on the floor, and won't get in trouble" It reminded me of when I'm getting tired in a lecture, I often stand, it helps me pay attention. But traditional school often punishes these behaviors…

When I asked Black families what they like about virtual school, I got answers that will outlive the pandemic. Things like "no microaggressions", "my kids don't get overly punished", "my kids can learn in a loving nurturing environment."

Additional comments from Dr. Chapple and others in the Twitter conversation are well worth reviewing.

To the extent that Black families see a benefit of online schools for their sons and daughters, it’s valuable to recognize and build on their experience. Online schools enroll White students at disproportionately high rates, and both DLAC and other similar conferences lack diversity. Perhaps this increased recognition of online learning’s value to Black students can spur all of us in the field to make sure that digital learning benefits Black students more than it has previously.