Alonzo, JulieSchreder, Karen2021-11-232021-11-232021-11-23https://hdl.handle.net/1794/26856Distance education is a new frontier for many rural California schools. In the spring of 2020, a global pandemic caused an immediate transition to online, synchronous learning platforms for the entire state. In discussion-based classrooms, where students build learning from the material, and interaction with each other, the shift posed new challenges to educators and students. This mixed methods action research case study focused on teaching about deep, challenging issues in the area of educational equity using a web-based platform. Focusing on a Northern California University course that is a pre-requisite for teacher candidates, data were collected over the course of two semesters. Forty-eight students were surveyed regarding their experiences taking part in deep discussion around equity issues over a synchronous Zoom platform. Interviews with four instructors and seven student volunteers were conducted to add depth to the survey data. A key finding from this dissertation is that Students of Color were significantly less comfortable discussing issues of race, gender, and equity with their cameras on than were White students. Additional findings pointed to race and gender-based preferences in engagement with the class material. Data indicate that the use of a multi-component pedagogy including anonymous discussion boards, chat posts, and group breakouts is important to reaching all students when engaging an online class in discussions about race, gender, and sexuality.en-USAll Rights Reserved.equitygenderhigher educationonline synchronous learningpedagogyteacher educationElectronic Thesis or Dissertation