Abstract

Abstract:

This article presents a youth-driven study to understand Kentucky students' learning-from-home experiences in the wake of COVID-19 statewide school closures. Grounded in a sociocultural perspective on human development and guided by a youth participatory action research approach to inquiry, this study employed a sequential mixed-methods design to examine how the pandemic shaped students' learning lives. Data sources include a statewide student survey (N = 9,475) and peer-to-peer interviews (N = 32) administered in 2020. Descriptive and inductive analysis of results demonstrate the importance of socio-economic status as a mediator of educational experience, and social relations for learning.

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