Date of Graduation


Document Type


Degree Name

Doctor of Education (Ed.D.)


School of Education


Leadership Studies


Organization & Leadership EdD

First Advisor

Genevieve Negrón-Gonzales

Second Advisor

Nicola McClung

Third Advisor

Danfeng Koon


We are living in this historical moment of a COVID-19 global crisis that is continuing to impact marginalized families in our very own communities. Students of color, especially those who are already on the margins, and experience inequities in the classroom and in the community, have been further impacted by the quarantine as the educational system had not prioritized how to support students who face certain vulnerabilities due to lack of government funding, the historical oppressive tendency for schools to function within a medical model of standardization, along with the commodification of learning. Given the novelty of COVID-19 research, the full impact on these communities is yet to be fully known. Some students of color labeled with disabilities are faced with deeper struggles exacerbated by the pandemic’s impact, while others may have improved performance during distance learning due to the removal of inherent bias in the classroom or the traditional inequities that may be perpetuated in a traditional school environment.

Within a DisCrit theoretical framework that centers and celebrates the intersectional identities of these families and children, this study is about exploring the unique experiences of public, private and charter school students and their families in the San Francisco Bay area. Centering the narratives of families of color and their children labeled with learning disabilities is one way to shift the voice of power and dominant narratives, and to begin to understand their lived experiences as a way to decenter and dismantle white privilege, ableism and heteronormative supremacy. This qualitative narrative inquiry based study centers and celebrates the lived experiences of six families and their children of color labeled with learning disabilities during the COVID-19 pandemic-fueled remote learning crisis. The thematic findings from this study can inform policymakers and other stakeholders on how to best support these communities, advocate for school-based rights within a constructivist lens, and contribute to the dearth in scholarly research that supports disability justice.