Journal of Pedagogical Sociology and Psychology
Learning privilege divide: A framework for interrogating personal privileges of STEM students’ education during the pandemic
Laurence Cruz Beruin 1 2 *
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1 University of the Philippines Rural High School, Philippines
2 De La Salle University – Dasmarinas, Philippines
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 4, pp. 40-56
https://doi.org/10.33902/jpsp.202323515

Article Type: Research Article

Published Online: 18 Nov 2023

Views: 672 | Downloads: 323

ABSTRACT
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).
KEYWORDS
STEM education learning privilege learning experiences COVID-19 pandemic
In-text citation: (Beruin, 2023)
Reference: Beruin, L. C. (2023). Learning privilege divide: A framework for interrogating personal privileges of STEM students’ education during the pandemic. Journal of Pedagogical Sociology and Psychology, 5(4), 40-56. https://doi.org/10.33902/jpsp.202323515
In-text citation: (1), (2), (3), etc.
Reference: Beruin LC. Learning privilege divide: A framework for interrogating personal privileges of STEM students’ education during the pandemic. Journal of Pedagogical Sociology and Psychology. 2023;5(4), 40-56. https://doi.org/10.33902/jpsp.202323515
In-text citation: (1), (2), (3), etc.
Reference: Beruin LC. Learning privilege divide: A framework for interrogating personal privileges of STEM students’ education during the pandemic. Journal of Pedagogical Sociology and Psychology. 2023;5(4):40-56. https://doi.org/10.33902/jpsp.202323515
In-text citation: (Beruin, 2023)
Reference: Beruin, Laurence Cruz. "Learning privilege divide: A framework for interrogating personal privileges of STEM students’ education during the pandemic". Journal of Pedagogical Sociology and Psychology 2023 5 no. 4 (2023): 40-56. https://doi.org/10.33902/jpsp.202323515
In-text citation: (Beruin, 2023)
Reference: Beruin, L. C. (2023). Learning privilege divide: A framework for interrogating personal privileges of STEM students’ education during the pandemic. Journal of Pedagogical Sociology and Psychology, 5(4), pp. 40-56. https://doi.org/10.33902/jpsp.202323515
In-text citation: (Beruin, 2023)
Reference: Beruin, Laurence Cruz "Learning privilege divide: A framework for interrogating personal privileges of STEM students’ education during the pandemic". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 4, 2023, pp. 40-56. https://doi.org/10.33902/jpsp.202323515
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