COVID-19 Shines Light on Racial and Socioeconomic Disparities; What’s Needed, Now
/In the midst of the COVID-19 pandemic, two American stories have emerged:
1. One tale describes a family who will come out of this crisis unscathed by losing a job or worse, a loved one.
2. The other story details the life of a person who will have to pick up the pieces; perhaps they will not have a job to return to when this is all over, or they have been deemed “essential” and have had to leave their family and risk their life to go to work each day, emotionally and physically drained.
(See Caroline Nyce’s recent article in The Atlantic for a more in-depth look into these “two Americas”)
And in both stories are children who have had to cope with suddenly being away from their teachers and friends, while maintaining their studies online. But, the child of the person in the second story will have more challenges to overcome and statistically speaking, is probably a student of color.
Communities of color have been and will likely continue to be hardest hit (Ibram X. Kendi explains why here). They face increased financial and health risks associated with COVID-19 due to strained economic and social circumstances.
For example, in the District of Columbia, Blacks make up 45% of the total population. While they accounted for 29% of confirmed coronavirus cases, they comprised the majority in related deaths at 59% as of April 6, 2020. In Louisiana, Blacks make up 32% of the total state population, but accounted for over 70% of COVID-19 deaths as of April 6, 2020. (Source: Kaiser Family Foundation).
How will this reality affect students of color in the long run? What can school districts and community organizations do to minimize the impact?
The coronavirus pandemic is another obstacle that will unfortunately set some minority students and their families back, and one that must be overcome with thoughtful, strategic action on the part off government and private organizations. We must continue to address the interrelated list of disparities that infiltrate communities of color, namely health care, housing, air quality, and job opportunities that promote economic mobility.
Then, considering all of these factors, customized education planning to fit the needs of students post-crisis must be a priority. For instance, a student dealing with COVID-19-related challenges may need to complete or turn in assignments in a non-traditional way, though these accommodations will not be connected to a formal Individual Education Plan (IEP) or “504 Plan.” Or, maybe a mix of online and in-person teaching should become the norm so that students are given flexibility with where and how they learn.
Join the conversation. In what ways will the coronavirus pandemic affect communities of color in the short-term and in the months and years to come? How will students of color be particularly impacted and what should be done to mitigate these effects?
