Differential self-reported Covid-19 impacts among U.S. secondary teachers by race/ethnicity

Bibliographic Data

ID22166126
AuthorsErin J Mccauley (0000-0001-7648-437X, Lee University, corresponding author), Alexandra Cooperstock (0000-0003-0958-8878, Cornell University)
Year2022
Volume7
Publication date2022-07-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2022.931234
PMID36338838
OpenAlexW4286462307
LanguageEN
References cited16

The COVID-19 pandemic created drastic changes for public education in the United States, including the role and responsibilities of educators. This study explores the self-reported psycho-social implications of COVID-19 among U.S. secondary teachers who are white, Black, Indigenous, and people of color. Using a national survey ( n = 1,478) fielded between October 2020 and March 2021, we capture teachers’ self-reported level of concern, life change, impact on thinking, and impact on teaching ability due to the COVID-19 pandemic. While teachers who are Black, Indigenous, and people of color report higher levels of concern and daily life change stemming from COVID-19, they report lower impacts on their teaching ability relative to their white peers. These findings are consistent with racial/ethnic disparities in COVID-19 case rates and mortality and highlight the resiliency of the U.S. secondary teachers who are Black, Indigenous, and people of color

2019-20 coronavirus outbreak · Ethnic group · Geography · Indigenous · Pandemic · Political science · Sociology · COVID-19 and Mental Health · Demography · Medicine · Psychology · Gerontology

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