Online Learning as a Safe Space: The Experience of Racialized Students in Postsecondary Classrooms
Keywords:
Online learning, Racialized students, Safe spaces, EquityAbstract
The accelerated shift to online learning during the COVID-19 pandemic revealed unexpected benefits for racialized students in postsecondary education. This research examines the experiences of racialized students in online learning environments, focusing on feelings of safety, authenticity, and belonging. A mixed-methods approach, incorporating surveys (N=132) and interviews (n=10) with undergraduate and graduate science students at a Western Canadian university, identified key themes, including the creation of "safe spaces" in online learning. Participants noted that reduced visibility of their racial identities—achieved through features such as camera-off functionality and name changes—minimized exposure to microaggressions and biases. While some students found online learning isolating, they valued its anonymity and freedom from discrimination. However, the data also highlight broader systemic issues, such as institutional racism, profiling, and the emotional labour required to navigate academic spaces. The findings underscore the need for inclusive and equitable online and in-person learning practices.
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