{"title":"The Emergence and Escalation of Online Racial Discrimination in Digital Spaces: A Systematic Review","authors":"K. Beard, Mitchell Shortt, Kui Xie","doi":"10.3102/00346543231217459","DOIUrl":null,"url":null,"abstract":"COVID-19 required educators and students to rapidly move to online learning. Simultaneously, while navigating the pandemic in lockdown, citizens were exposed to the brutal murder of George Floyd. The increased exposure to online activity and discrimination generated a hyperawareness of the potential link between the two. Our interest was to examine that linkage as we considered the prevalence and escalation of online racial discrimination (ORD) as a student phenomenon. Filtering for adolescent and young adult students, this systematic review ultimately employed 21 articles. Our results reflect that ORD as defined, changed over time, as did the ways it manifested. Importantly, the impacts of ORD on student learning and well-being were revealed. This review further indicates that the expansion of online instruction created a complex intersection between online social interactions and academic outcomes ripe for vigilance. Our work adds to the ORD literature while informing future education researchers, educators, and stakeholders of its harmful impacts.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":8.3000,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/00346543231217459","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
COVID-19 required educators and students to rapidly move to online learning. Simultaneously, while navigating the pandemic in lockdown, citizens were exposed to the brutal murder of George Floyd. The increased exposure to online activity and discrimination generated a hyperawareness of the potential link between the two. Our interest was to examine that linkage as we considered the prevalence and escalation of online racial discrimination (ORD) as a student phenomenon. Filtering for adolescent and young adult students, this systematic review ultimately employed 21 articles. Our results reflect that ORD as defined, changed over time, as did the ways it manifested. Importantly, the impacts of ORD on student learning and well-being were revealed. This review further indicates that the expansion of online instruction created a complex intersection between online social interactions and academic outcomes ripe for vigilance. Our work adds to the ORD literature while informing future education researchers, educators, and stakeholders of its harmful impacts.
COVID-19 要求教育工作者和学生迅速转向在线学习。与此同时，市民们在封锁状态下应对大流行病的同时，也接触到了乔治-弗洛伊德（George Floyd）惨遭杀害的事件。人们越来越多地接触到在线活动和歧视，从而产生了对两者之间潜在联系的高度警觉。我们的兴趣在于研究两者之间的联系，因为我们将网络种族歧视（ORD）的普遍性和升级性视为一种学生现象。通过对青少年学生的筛选，本系统性综述最终采用了 21 篇文章。我们的研究结果表明，随着时间的推移，网络种族歧视的定义和表现形式都发生了变化。重要的是，我们发现了 ORD 对学生学习和福祉的影响。本综述进一步表明，在线教学的扩展在在线社交互动和学术成果之间产生了复杂的交集，值得警惕。我们的工作为 ORD 文献增添了新的内容，同时也让未来的教育研究者、教育工作者和利益相关者了解到 ORD 的有害影响。
期刊介绍：
The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.
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