‘Just having a computer doesn’t make sense’: The digital divide from the perspective of mothers with a low socio-economic position

Abstract

The introduction of Information and Communication Technology (ICT) has been shown to play a role in reinforcing existing social inequalities. This study aims to gain insights into the perspectives, experiences and needs of disadvantaged groups with respect to ICT. In the Netherlands, a relatively large and important group of non-users are mothers with a low socio-economic position (SEP). Little attention has been paid to understanding why mothers with a low SEP scarcely use ICTs. In an explorative participatory study in Amsterdam, using observations, interviews and focus groups, our results show that reinforcing factors related to poverty, motherhood, the complexity of ICT and being first-generation immigrant influence access. The mothers’ needs are multifaceted and go beyond the simple distribution of ICT devices. ICT education should be tailored and integrated into existing social services and the daily lives of the mothers. Moreover, policymakers should pay attention to adapting the online information services to the mothers’ strengths.

Sex and Careers of University Students in Educational Practices as Factors of Individual Differences in Learning Environment and Psychological Factors during COVID-19

“…Students undertaking the degrees of Primary and Social education report greater difficulties and being overwhelmed more often than others. In the case of Social Education, this course is directed towards disadvantaged contexts, with students focusing on parents in difficult economic situations who, as stated by Goedhart et al [77], are largely influenced by parenthood, poverty, low literacy levels, poor education, and little experience of the digital society, regardless of migration history. This explains the fact that students undertaking this degree also report greater difficulty when acting in this new age of learning.…”

“…In the future, responding to these needs will help parents to work with their children in the technological setting and in settings, such as the present one, in other words, pandemics, health crises, etc. This is important as these are all settings in which students find themselves to be disadvantaged [77].…”

Exploring the boundaries of ‘good’ Participatory Action Research in times of increasing popularity: dealing with constraints in local policy for digital inclusion

“…Finally, we show whether we managed to make a difference. The participants' experiences, needs and priorities have been published in a policy report (Dedding, Goedhart, and Kattouw 2017) and a scientific article (Goedhart et al 2019. ).…”

Vahvan tunnistautumisen käyttömahdollisuus digitaalisiin palveluihin ei ole itsestäänselvyys kaikissa väestöryhmissä Suomessa

“…Lisäksi internetin käyttäminen vei enemmän aikaa, mikä koettiin stressaavana. [17] Kaiken kaikkiaan joitakin ulkomaalaistaustaisia ryhmiä on luonnehdittu haavoittuvaksi sähköisten palveluiden käyttäjäryhmäksi, josta on vain vähän tutkimusta [18].…”

“…Myös henkilön digitaaliset taidot tai muu osaaminen, esimerkiksi lukutaito voi olla puutteellista, mikä muodostaa esteen internetin käytölle. Saattaa olla, että internetin käyttöä julkisissa tiloissa olevilla laitteilla on stressaavaa, koska on huolta salasanojen turvallisesta käytöstä, kuten Alankomaalaisessa haastattelututkimuksessa [17] ilmeni. Samassa tutkimuksessa todettiin, että perheessä miehen kielitaito saattoi olla parempi kuin naisen ja siksi mies yleensä asioi sähköisesti pankissa [17].…”