Explaining differences in access to home computers and the Internet: A comparison of Latino groups to other ethnic and racial groups

Fairlie, Robert W.

doi:10.1007/s10660-007-9006-5

Cited by 43 publications

(46 citation statements)

References 28 publications

(43 reference statements)

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“…Our study found that race, income, and education were strongly associated with reported access to email, as has been shown previously in many studies (Chakraborty and Bosman 2005). While the majority of people in the United States now have access to the Internet, with high-speed connections (Commission 2010), use of the Internet, including use related to health care, among those with Internet access has been found to be associated with income, education, and race (Beckjord et al 2007;Fairle 2007;Martin and Robinson 2007;Hargittai 2008;Atkinson et al 2009). Black and Hispanic parents with email access in our study were substantially less likely to complete the survey online than were White parents.…”

Section: Discussionsupporting

confidence: 84%

Comparison of Telephone with World Wide Web-Based Responses by Parents and Teens to a Follow-Up Survey after Injury

Rivara

Wang

Durbin

et al. 2011

Health Services Research

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Objective. To identify sociodemographic factors associated with completing a followup survey about health status on the web versus by telephone, and to examine differences in reported health-related quality of life by method of response. Data Sources/Study Settings. Survey about child health status of 896 parents of children aged 0-17 years treated in a hospital emergency department or admitted for a traumatic brain injury or arm injury, and 227 injured adolescents aged 14-17 years. Study Design. The main outcomes were characteristics of those who completed a follow-up survey on the web versus by telephone and health-related quality of life by method of response. Principal Findings. Email addresses were provided by 76.9 percent of parents and 56.5 percent of adolescents at baseline. The survey was completed on the web by 64.9 percent of parents and 40.2 percent of adolescents through email. Parents with email access who were Blacks, Hispanics, had lower incomes, and those who were not working were less likely to choose the web mode for completing the survey. Unlike adolescents, the amount of time for parents to complete the survey online was significantly shorter than completion by telephone. Differences by survey mode were small but statistically significant in some of the six functional outcome measures examined. Conclusions. Survey mode was associated with several sociodemographic characteristics. Sole use of web surveys could provide biased data.

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Section: Discussionsupporting

confidence: 84%

Comparison of Telephone with World Wide Web-Based Responses by Parents and Teens to a Follow-Up Survey after Injury

Rivara

Wang

Durbin

et al. 2011

Health Services Research

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“…Today, most colleges and universities in the U.S. are offering online courses for credit in core subjects (Downes, 2005;Parsad, Lewis, & Tice, 2008). In the last decade, the percentage of students taking online courses has more than tripled, with a third of all students attending college today, and over 60% of students attending community colleges, taking at least one online course during their academic career (Allen & Seaman, 2010, 2013Pearson, 2011). Recent data indicates that since 2010, online enrollments have risen by as much as 29% (CCRC, 2013).…”

Section: The Changing Higher Education Landscapementioning

confidence: 99%

“…The rationale behind this is that minority and ESL students have been shown to possess fewer computer technical skills and to lag behind the national average in personal computer ownership and Internet usage (Fairlie, 2007;File, 2013;Rainie, 2010;Sankaran & Sankaran, 2000), suggesting they may not be equally represented in the online environment. In addition, some research has shown that ESL students may prefer face-to-face interaction in a class in order to receive contextual and non-verbal cues (Erisman & Looney, 2007).…”

Section: Potential Mediating Variablesmentioning

confidence: 99%

“…Enrollments in online courses are growing more rapidly than college enrollments overall, with between 30 and 60% of all current college students taking at least one online course during their academic career (Allen & Seaman, 2010, 2013Pearson, 2011). However, research on small samples has suggested that minority groups may not be enrolling in online courses at the same rate as White students (Angiello, 2002;Halsne & Gatta, 2002;Kaupp, 2012) and in particular, minorities may not be enrolling in STEM (Science, Technology, Engineering, Mathematics) online courses Wladis, Hachey & Conway, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Which STEM majors enroll in online courses, and why should we care? The impact of ethnicity, gender, and non-traditional student characteristics

Wladis

Hachey

Conway

2015

Computers & Education

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a b s t r a c tUsing data from roughly 27,800 undergraduate STEM (science, technology, engineering and mathematics) majors in the National Postsecondary Student Aid Study (NPSAS), this research examines the relationship between race/ethnicity, gender and non-traditional student characteristics and online course enrollment. Hispanic and Black STEM majors were significantly less likely, and female STEM majors significantly more likely, to take online courses even when academic preparation, socioeconomic status (SES), citizenship and English-as-second-language (ESL) status were controlled. Furthermore, nontraditional student characteristics strongly increased the likelihood of enrolling in an online course, more so than any other characteristic, with online enrollment probability increasing steeply as the number of non-traditional factors increased. The impact of nontraditional factors on online enrollment was significantly stronger for STEM than non-STEM majors.

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“…Like these reports, much of the work focused on or referencing the digital divide has taken a broad, quantitative perspective (e.g., Fairlie, 2007;Guillén & Suárez, 2005;Lenhart, Madden, & Hitlin, 2005;Wilson, Wallin, & Reiser, 2003). While the information from studies like these provides a general understanding of who has access across the U.S. and the world and what type of access they have, the depth of information they provide is limited.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Digital Divide on the U.S.-Mexico Border Through Literacy Narratives

Ruecker

2012

Computers and Composition

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Explaining differences in access to home computers and the Internet: A comparison of Latino groups to other ethnic and racial groups

Cited by 43 publications

References 28 publications

Comparison of Telephone with World Wide Web-Based Responses by Parents and Teens to a Follow-Up Survey after Injury

Comparison of Telephone with World Wide Web-Based Responses by Parents and Teens to a Follow-Up Survey after Injury

Which STEM majors enroll in online courses, and why should we care? The impact of ethnicity, gender, and non-traditional student characteristics

Exploring the Digital Divide on the U.S.-Mexico Border Through Literacy Narratives

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