Employment and the gender digital divide in Latin America: A decomposition analysis

Galperín, Hernán; Arcidiácono, Malena

doi:10.1016/j.telpol.2021.102166

Cited by 21 publications

(24 citation statements)

References 30 publications

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“…Today, less than 50% of the population of the so-called Global South nations do not have internet access, compared with 90% in the most advanced regions or countries from the Global North [31], p. 2. Within the first-mentioned group of countries, Latin America represents the region that has advanced the most, since great efforts were made to provide internet access during the 2000s [9].…”

Section: Digital Dividementioning

confidence: 99%

“…Within the first-mentioned group of countries, Latin America represents the region that has advanced the most, since great efforts were made to provide internet access during the 2000s [9]. However, these macro data do not correspond with the reality of Latin American households that barely have access to broadband [31]. Moreover, it is considered one of the most unequal regions in the world, so the digital divide is accentuated by the pre-existing inequalities in the region itself.…”

Section: Digital Dividementioning

confidence: 99%

“…Galperin & Arcidiacono [31] Education is conceived as a predictor of internet use. They centralize the improvement in the use of the internet by women derived from their integration into employment.…”

Section: Authors Focus On Educationmentioning

confidence: 99%

“…In this same line, it is proposed continuous teacher training as an unavoidable requirement [49]; especially to "create and/or use technologies taking into account specific pedagogical designs; identify and select the most appropriate technologies for a pedagogical design; and, above all, to understand what changes in education when new technologies are used" [57], p.56. Finally, education is outlined as a predictor of the internet use, centralizing the improvement in use by women derived from their integration into employment [31]. In this hypothesis women could achieve better results if they were more promoted, beginning within the family, by allowing them to access higher levels of education and employment, and breaking cultural barriers, such as machismo and domination or by improving their living conditions [43].…”

Section: Domínguez Et Al [44]mentioning

confidence: 99%

“…Continuing with the analysis of Table 5, it is relevant to highlight a basic requirement to overcoming digital divides in education, in which it is proposed that even the internet can be a catalyst for social development, and this only occurs when the person has developed other cognitive skills, such as those related to writing and reading comprehension [58]. In this sense, the knowledge, literacy, creation of digital content, communication and collaboration skills are considered as basic digital skills to be acquired by students of the 21st century [31,38,39]. Additionally, it is reinforced the idea that a greater teacher training could achieve a transformation of educational practice through a true digitization of citizenship, achieving an inclusive education [55,56].…”

Section: Domínguez Et Al [44]mentioning

confidence: 99%

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Gender Digital Divide and Education in Latin America: A Literature Review

2021

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Gender equity in education is one of the main targets for social justice and sustainable development. This literature review, from a gender approach, was conducted to understand how the gender digital divide (GDD) in information and communication technologies (ICT) and education are related in Latin American countries. A total of 28 articles have been analyzed as a satisfactory sample of the scientific literature to examine how this relation is explored and its influence, to acknowledge political stakeholders, as well as provide information and proposals to address the digital gender divide in education research in this region. The results show the need to develop research from the pedagogical and gender perspectives in Latin America, since they are not represented within an obvious problem.

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Section: Digital Dividementioning

confidence: 99%

Section: Digital Dividementioning

confidence: 99%

Section: Authors Focus On Educationmentioning

confidence: 99%

Section: Domínguez Et Al [44]mentioning

confidence: 99%

Section: Domínguez Et Al [44]mentioning

confidence: 99%

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Gender Digital Divide and Education in Latin America: A Literature Review

2021

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Digital divides among microenterprises: Evidence from sub‐Saharan Africa

Girollet

2023

J of Intl Development

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This paper investigates digital inequalities in usage within African informal sectors. In particular, we examine whether the uneven digital diffusion is embedded in pre‐existing socio‐economic inequalities. After identifying three segments of informal firms, we rely on multivariate and decomposition analyses to identify predictors of usage of digital technologies for business purposes and explain usage gaps between segments. Our findings suggest that digital inequalities are rooted in the vertical heterogeneity of informal sectors, with some firm characteristics significantly predicting professional use of digital technologies. In addition, we find that there are both common and segment‐specific levers for addressing digital inequalities between informal firms.

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Gender gaps in the impact of the pandemic on the use of ICT in higher education

Vergara,

Antón‐Sancho,

Fernández‐Arias

2023

Review of Education

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The COVID‐19 pandemic has led to a process of digitalisation of higher education that has forced a change in the habits of use of information and communication technologies (ICT) among professors. The literature analyses this impact from different perspectives, but the gender gaps that may have occurred in this regard have not been studied so far. The main purpose is to analyse the gender gap in the self‐concept of digital competence of Latin American professors and the impact that the pandemic has had on the habits of use of ICT among them. For this purpose, this paper conducts quantitative research. A questionnaire designed by the authors has been answered by a sample of 1062 professors, and the responses have been statistically analysed. The results prove that the self‐concept of digital competence influences males more than females in terms of their assessment of the didactic use of ICT. The pandemic has caused the frequencies of ICT use in different teaching activities to homogenise. Females have increased their use of ICT more than males—a certain correction of the digital gender gap occurs in the region after the pandemic, within faculty. The use of ICT among faculty has increased after the pandemic more among females than males, but insufficient digital competence hinders full digitalisation in both cases. It is recommended that universities develop digital training plans aimed at facilitating an egalitarian process of ICT integration.

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Employment and the gender digital divide in Latin America: A decomposition analysis

Cited by 21 publications

References 30 publications

Gender Digital Divide and Education in Latin America: A Literature Review

Gender Digital Divide and Education in Latin America: A Literature Review

Digital divides among microenterprises: Evidence from sub‐Saharan Africa

Gender gaps in the impact of the pandemic on the use of ICT in higher education

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