692
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Educational ICT use outside school in the European Union: disparities by social origin, immigrant background, and gender

ORCID Icon
Pages 1-20 | Received 27 May 2020, Accepted 15 Feb 2021, Published online: 04 Apr 2021

References

  • Becker, B. (2011). Cognitive and language skills of Turkish children in Germany: A comparison of the second and third generation and mixed generational groups. International Migration Review, 45(2), 426–459. https://doi.org/https://doi.org/10.1111/j.1747-7379.2011.00853.x
  • Bonfadelli, H., Bucher, P., & Piga, A. (2007). Use of old and new media by ethnic minority youth in Europe with a special emphasis on Switzerland. Communications, 32(2), 141–170. https://doi.org/https://doi.org/10.1515/commun.2007.010 
  • Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood Press.
  • Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399.
  • Casado, M. Á., Garitaonandia, C., Moreno, G., & Jiménez, E. (2019). Immigrant children and the internet in Spain: Uses, opportunities, and risks. Media and Communication, 7(1), 56–65. https://doi.org/https://doi.org/10.17645/mac.v7i1.1478 
  • Chen, S.-Y., & Fu, Y.-C. (2009). Internet use and academic achievement: Gender differences in early adolescence. Adolescence, 44(176), 797–812.
  • Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.
  • Cussó Calabuig, R., Carrera, X., & Bosch-Capblanch, X. (2017). Are boys and girls still digitally differentiated? The case of Catalonian teenagers. Journal of Information Technology Education: Research, 16, 411–435.
  • d’Haenens, L., & Ogan, C. (2013). Internet-using children and digital inequality: A comparison between majority and minority Europeans. Communications - the European Journal of Communication Research, 38(1), 41–60.
  • Drabowicz, T. (2014). Gender and digital usage inequality among adolescents: A comparative study of 39 countries. Computers & Education, 74, 98–111.
  • Drabowicz, T. (2017). Social theory of internet use: Corroboration or rejection among the digital natives? Correspondence analysis of adolescents in two societies. Computers & Education, 105, 57–67.
  • Dufour, M., Brunelle, N., Tremblay, J., Leclerc, D., Cousineau, -M.-M., Khazaal, Y., Légaré, A.-A., Rousseau, M.“between Khazaal, Y., “and “& Berbiche, D. (2016). Gender difference in internet use and internet problems among Quebec High School Students. The Canadian Journal of Psychiatry, 61(10), 663–668.
  • Dumais, S. A. (2002). Cultural capital, gender, and school success: The role of habitus. Sociology of Education, 75(1), 44–68.
  • Dumais, S. A. (2008). Adolescents’ time use and academic achievement: A test of the reproduction and mobility models. Social Science Quarterly, 89(4), 867–886.
  • Ertl, B., Luttenberger, S., & Paechter, M. (2017). The impact of gender stereotypes on the self-concept of female students in STEM subjects with an under-representation of females. Frontiers in Psychology, 8(703). https://doi.org/https://doi.org/10.3389/fpsyg.2017.00703
  • Esser, H. (2006). Migration, language and integration. AKI research review 4. Berlin: Social Science Research Center Berlin (WZB).
  • Ferreira, E. (2017). The co-production of gender and ICT: Gender stereotypes in schools. First Monday, 22(10). https://doi.org/https://doi.org/10.5210/fm.v22i10.7062
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2019). Preparing for Life in a Digital World. IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: IEA.
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for Life in a Digital Age. The IEA International Computer and Information Literacy Study International Report. Cham: Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-319-14222-7
  • Gracia, P., Garcia-Roman, J., Oinas, T., & Anttila, T. (2020). Child and adolescent time use: A cross-national study. Journal of Marriage and Family, 82(4), 1304–1325.
  • Hargittai, E. (2010). Digital Na(t)ives? Variation in internet skills and uses among members of the “Net Generation”. Sociological Inquiry, 80(1), 92–113.
  • Heath, A., & Brinbaum, Y. (2007). Explaining ethnic inequalities in educational attainment. Ethnicities, 7(3), 291–305.
  • Ignatow, G., & Robinson, L. (2017). Pierre Bourdieu: Theorizing the digital. Information, Communication & Society, 20(7), 950–966.
  • Kao, G., & Tienda, M. (1995). Optimism and achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 1–19.
  • Karlson, K. B., Holm, A., & Breen, R. (2012). Comparing regression coefficients between same-sample nested models using logit and probit: A new method. Sociological Methodology, 42(1), 286–313.
  • Kohler, U., Karlson, K. B., & Holm, A. (2011). Comparing coefficients of nested nonlinear probability models. Stata Journal, 11(3), 420–438.
  • Lam, W. S. E., & Rosario-Ramos, E. (2009). Multilingual literacies in transnational digitally mediated contexts: An exploratory study of immigrant teens in the United States. Language and Education, 23(2), 171–190.
  • Lareau, A. (2002). Invisible inequality: Social class and childrearing in Black families and White families. American Sociological Review, 67(5), 747–776.
  • Lawson, K. M., Crouter, A. C., & McHale, S. M. (2015). Links between family gender socialization experiences in childhood and gendered occupational attainment in young adulthood. Journal of Vocational Behavior, 90, 26–35.
  • Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284–296.
  • Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199–214.
  • Micheli, M. (2015). What is new in the digital divide? Understanding internet use by teenagers from different social backgrounds. In L. Robinson, S. R. Cotten, J. Schulz, T. M. Hale, & A. Williams (Eds.), Communication and information technologies annual. Digital distinctions and inequalities (Vol. 10, pp. 55–87). Bingley: Emerald Group Publishing Limited.
  • Miyamoto, A., Pfost, M., & Artelt, C. (2018). Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany. Journal of Research in Reading, 41(1), 176–196.
  • Möhring, K. (2012). The fixed effect as an alternative to multilevel analysis for cross-national analyses. GK SOCLIFE Working Paper No 16. University of Cologne.
  • Notten, N., & Becker, B. (2017). Early home literacy and adolescents’ online reading behavior in comparative perspective. International Journal of Comparative Sociology, 58(6), 475–493.
  • Notten, N., Peter, J., Kraaykamp, G., & Valkenburg, P. M. (2009). Research note: Digital divide across borders – A cross-national study of adolescents‘ use of digital technologies. European Sociological Review, 25(5), 551–560.
  • Okamoto, D. G., Herda, D., & Hartzog, C. (2013). Beyond good grades: School composition and immigrant youth participation in extracurricular activities. Social Science Research, 42(1), 155–168.
  • Organisation for Economic Co-operation and Development (OECD). (2015a). The ABC of gender equality in education: Aptitude, behaviour, confidence. Paris: OECD Publishing. https://doi.org/https://doi.org/10.1787/9789264229945-en
  • Organisation for Economic Co-operation and Development (OECD). (2015b). Students, computers and learning: Making the connection. Paris: OECD Publishing. https://doi.org/https://doi.org/10.1787/9789264239555-en
  • Organisation for Economic Co-operation and Development (OECD). (in press). PISA 2018. Technical Report. Paris: OECD Publishing.
  • Petersen, P. (2015). “– That’s how much I can do!” -Children’s agency in digital tablet activities in a Swedish preschool environment. Nordic Journal of Digital Literacy, 10(3), 145–169.
  • Petko, D., Cantieni, A., & Prasse, D. (2017). Perceived quality of educational technology matters: A secondary analysis of students’ ICT Use, ICT-related attitudes, and PISA 2012 test scores. Journal of Educational Computing Research, 54(8), 1070–1091.
  • Rivers, C., & Barnett, R. (2011). The truth about girls and boys: Challenging toxic stereotypes about our children. New York, NY: Columbia University Press. https://doi.org/https://doi.org/10.7312/rive15162
  • Robinson, L., Wiborg, Ø., & Schulz, J. (2018). Interlocking inequalities: Digital stratification meets academic stratification. American Behavioral Scientist, 62(9), 1251–1272.
  • Scherer, R., Rohatgi, A., & Hatlevik, O. E. (2017). Students’ profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior, 70, 486–499.
  • Shields, S. A. (2008). Gender: An intersectionality perspective. Sex Roles, 59(5), 301–311.
  • Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematics, and science. Computers & Education, 85, 49–58.
  • Suárez, N., Regueiro, B., Epstein, J. L., Piñeiro, I., Díaz, S. M., & Valle, A. (2016). Homework involvement and academic achievement of native and immigrant students. Frontiers in Psychology, 7(1517). doi:https://doi.org/10.3389/fpsyg.2016.01517
  • Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35(4), 893–912.
  • Van Deursen, A. J. A. M., & Helsper, E. J. (2015). The third-level digital divide: Who benefits most from being online? In L. Robinson, S. R. Cotten, J. Schulz, T. M. Hale, & A. Williams (Eds.), Communication and Information technologies annual. Digital distinctions and inequalities (Vol. 10, pp. 29–52). Bingley: Emerald.
  • Van Dijk, J. A. G. M. (2012). The evolution of the digital divide. The digital divide turns to inequality of skills and usage. In J. Bus, M. Crompton, M. Hildebrandt, & G. Metakides (Eds.), Digital enlightenment yearbook 2012 (pp. 57–75). Amsterdam: IOS Press. https://doi.org/https://doi.org/10.3233/978-1-61499-057-4-57
  • Vennemann, M., Schwippert, K., Eickelmann, B., & Massek, C. (2019). Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern mit und ohne Migrationshintergrund im zweiten internationalen Vergleich. In B. Eickelmann, W. Bos, J. Gerick, F. Goldhammer, H. Schaumburg, K. Schwippert, … J. Vahrenhold (Eds.), ICILS 2018 #Deutschland. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking (pp. 335–365). Münster: Waxmann.
  • Wagner, P., Schober, B., & Spiel, C. (2008). Time students spend working at home for school. Learning and Instruction, 18(4), 309–320.
  • Weldon, S. L. (2008). Intersectionality. In G. Goertz & A. G. Mazur (Eds.), Politics, gender, and concepts: Theory and methodology (pp. 193–218). Cambridge: Cambridge University Press.
  • Xu, J. (2006). Gender and homework management reported by high school students. Educational Psychology, 26(1), 73–91.
  • Zillien, N., & Hargittai, E. (2009). Digital distinction: Status-specific types of internet usage. Social Science Quarterly, 90(2), 274–291.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.