| Summary: | Following Pease’s recommendation of interrogating personal privileges to critically self-reflect one’s position and situation relative to others, this study aimed to construct a preliminary framework to interrogate STEM students’ learning privileges during the pandemic. Coined as the learning privilege divide, it is defined as a framework to systematically analyze the extent of privileges and disparities present among students in terms of accessibility and degree of experiencing of specific learning privileges. It is composed of eight (8) major categories of privilege (technological considerations, learning resources, overall well-being, home-school balance, school-based assistance, financial considerations, individual learning capabilities, and external learning support), four (4) within-category indicators (minimal, limited, moderate, high), and four (4) learning privilege descriptors (marginalized, socially disadvantaged, moderately privileged, & highly privileged).
|
|---|