Gendered Perception of Online University Learning of Stem Entrepreneurship During the Covid-19 Pandemic

Abstract

Online educational experiences have exploded in popularity at the advent of the internet of things. Just as all forms before it, online learning has experienced implicit biases. With the abrupt lockdowns mandated by governments across the world, as a result of the COVID-19 pandemic, many educational institutions were thrust into an online learning environment with similarities and differences to the established online institutions already in place. Educational systems were forced to prepare and install methods of communication and instruction by using online resources such as online video calls and discussion forums. Here, we assess the impact of the COVID-19 pandemic on the Pre-Capstone Innovation Experience course at New York University, which provides entrepreneurship education in science, technology, engineering, and math (STEM) for undergraduates. Assessments captured between 2017 and 2020 from Pre-Capstone Innovation Experience participants demonstrate the gendered impact of the COVID-19 pandemic on the learning of undergraduate students.