Tameka Ann Parenti


This paper aims to explore ways in which social deprivation within the education field influences educational achievement of minoritized students during the COVID-19 e-learning experience. COVID-19 forced students to turn to e-learning, and through that experience, social deprivation was shown through the lack of resources, especially in minoritized areas and school.  The quality of education was not equitable, less so than when learning takes place in traditional school buildings.  Through a composite counter-story, a tool used by critical race theory scholars to share counter-narrative of majoritarian stories (Solorzano & Yosso, 2002), the author acknowledges the presence and importance of discrimination experiences in the education system in middle and high school. The author challenges dominant narratives of equity (Pasquerella, 2016) in the school system and discusses the need for students having voices heard to have those injustices dealt with in ways that encourage collaboration, student growth, and student achievement. It is only through finding a voice that counters the majoritarian narrative all students are given the opportunities that allow them to achieve their full potential. The author argues someone must speak up, acknowledge a problem exists, and continue to exhibit a sense of urgency within our schools. The argument becomes who will be brave enough to encourage the issue to be acknowledged, addressed, and overcome so that minority students no longer feel segregated due to their racial identity.


Covid-19; minority; counterstory; deprivation

Full Text:



Alemán Jr, E. (2009). Through the prism of critical race theory: Niceness and Latina/o leadership in the politics of education. Journal of Latinos and Education, 8(4), 290-311.

Burris, C. C. (2014). On the same track: How schools can join the Twenty-First-Century struggle against resegregation. Boston: Beacon Press Books.

Closson, R. B. (2010). Critical race theory and adult education. Adult Education Quarterly, 60(3), 261-283.

Feagin, J. (2013). Systemic racism: A theory of oppression. New York, NY: Routledge.

Freire, P. (2000). Pedagogy of the oppressed 30th-anniversary edition (M. Ramos, Trans.). London, England: Bloomsbury Academic. (Original work published 1970).

Givens, J. R. (2016). The invisible tax: Exploring Black student engagement at historically white institutions. Berkeley Review of Education, 6(1), 55-78.

Gleditsch, R. F., & Berg, J. A. (2017). Racial Attitudes of University Faculty Members: Does Interracial Contact Matter?. Humboldt Journal of Social Relations, 1(39), 104-116.

Haney-Lopez, I. F. (1994). Social construction of race: Some observations on illusion, fabrication, and choice, The. Harvard Civil Rights-Civil Liberties Law Review, 29, 1

Harris, A. P. (1994). Foreward: The jurisprudence of reconstruction. Cal L. Rev., 82, 741-785.

Holmes, A. M., & Menachemi, N. (2017). Retention of Minority Faculty: Does a Leaky Pipeline Threaten Achieving Diversity in Academic Health Administration?. Journal of Health Administration Education, 34(2), 229-242.

Keshner, C. (2020). Some hispanics are reluctant to seek COVID care, advocate says. Newsday.

Ladson-Billings, G. (2013). Critical race theory—What it is not!. In Handbook of critical race theory in education (pp. 54-67). New York, NY: Routledge.

López López, L. (2019). Refusing making. Journal of Curriculum and Pedagogy, 16(2), 161-174.

Marable, M. (1992). Black America. Westfield, NJ: Open Media.

Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal?: An introduction to key concepts in social justice education. New York, NY: Teachers College Press.

Solorzano, D.G., & Yosso, T.J. (2002) Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23-44.

Staats, C. (2016). Understanding implicit bias: What educators should know. American Educator, 39(4), 29.

Warren, M. R. & Goodman, D. (2018). Lift us up, don't push us out! Boston: Beacon Press


  • There are currently no refbacks.

Copyright (c) 2020 Research Issues in Contemporary Education