Educational Inequality and COVID‑19 Pandemic: Relationship between the Family Socio-Economic Status and Student Experience of Remote Learning

Saule Bekova - PhD, Research Fellow, Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics. E-mail: sbekova@hse.ru (Corresponding author)Evgeniy Terentev - Candidate of Sciences in Sociology, Senior Researcher, Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics. E-mail: eterentev@hse.ruNatalia Maloshonok - Candidate of Sciences in Sociology, Director of the Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics. E-mail: nmaloshonok@hse.ruAddress: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation.The urgent transition to distance education in March 2020 revitalized the debate on the influence of a new educational reality on the educational inequality. A study was performed to measure the relationship between the difficulties experienced by students during distance learning and their socioeconomic status. Data from a nationwide survey of students administered in late March - early April 2020 by a team of researchers from a few Russian universities was used as empirical basis of this study. Results demonstrate significant differences in obstacles faced by students from families with different levels of income. Students from low-income families were the most likely to have technical and self-regulation problems and to lack skills required for effective distance learning. Findings indicate the importance of finding system-level solutions to ensure equal opportunities for students in distance learning, regardless of their socioeconomic status.