Date of Completion


Document Type

Honors College Thesis



Thesis Type

Honors College

First Advisor

Srinivas Venugopal


equity, COVID-19, higher education, technology, remote, stress


In the past 3 years, the world has seen the largest disruption in the worldwide education system in history (United Nations, 2020). The introduction of COVID-19 has stopped the world as we knew it. With rapid technological advancements spanning the last few decades, the world was more prepared for this disruption than it could have been when work and education shifted from the traditional, in-person experience to, online, distanced interactions. In a report by the International Association of Universities (IAU), a survey that included over 400 higher educational institutions across over 100 countries, at least 2/3 of the institutions shifted to fully distanced education (Marinoni et al., 2020).

Observing the diverse history of educational equity within higher education institutes working in tandem with a global pandemic, this research aims to address the new impact on student equity following the transition to remote learning.

Through the use of semi-structured interviews, personal experiences related to higher education at the time of the initial switch to distanced education and the following semesters were recorded and used in comparison. During this process, general, overarching commonalities were established and grouped into broader themes with two final aggregate dimensions becoming apparent: stress points and coping mechanisms.


The full contents of this thesis are available only in the Honors College office.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.