Browsing the Web for School: Social Inequality in Adolescents’ School-Related Use of the Internet

Weber, Maximilian; Becker, Birgit

doi:10.1177/2158244019859955

Cited by 9 publications

(6 citation statements)

References 41 publications

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“…Her results supported the idea that cultural capital is transmitted from parents to their offspring as she found that the cultural activities that children engage in are mediated by parental cultural capital and do not experience any school effect. Similarly, Weber and Becker (2019) state that Bourdieu's theory of cultural and social reproduction is their theoretical framework and apply it to the digital domain to identify whether there is social inequality in school-related internet use by European adolescents in terms of consumption (browsing) and productive activities (uploading/sharing). This was a descriptive study using data from the Program for International Student Assessment (PISA) 2012 for the empirical analysis.…”

Section: The Cultural Reproduction Theory Versus the Cultural Mobility Theorymentioning

confidence: 99%

Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All

et al. 2021

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According to Bourdieu, class position is related to cultural capital, taste, and preferences. Accordingly, the author states that, because of their “habitus,” those from high social classes have higher cultural capital and preferences for highbrow culture, which gives them more chances to succeed in life. On the contrary, those from low social classes have lower cultural capital because of their lowbrow cultural preferences, which makes it more difficult for them to achieve in a system that favors the dominant classes. Through the review of articles on Dialogic Literary Gatherings published in peer-reviewed journals, this article aims to provide more insights on how the principles of dialogic learning occur. The results of the review challenge Bourdieu’s concept of “habitus,” providing evidence of how socioeconomic status (SES) is not determinant to cultural capital.

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Section: The Cultural Reproduction Theory Versus the Cultural Mobility Theorymentioning

confidence: 99%

Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All

et al. 2021

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“…In contrast, the lower percentage of 12.86% appears for students with a mark of outstanding who respond "a lot" in TTM. Similarly, it is postulated that the existence of adequate technological resources and connections promotes students' positive perceptions towards the use of ICT [22]. Moreover, technological advances, duly evaluated and oriented towards students, would, as a consequence, see more active participation by them [45].…”

Section: Discussionmentioning

confidence: 99%

“…The use of computers at home and in school will decrease in terms of capacity over the medium grade for the teaching and learning, without appropriate hardware, software, and pedagogical design improvements by teachers [22]. Some authors have argued that the use of portable devices was more effective in learning than the use of computers, because it facilitated a mobile, ubiquitous, collaborative, and creative form of learning [23].…”

Section: The Influence Of Ict On Educational Performancementioning

confidence: 99%

“…The higher values of RTC are among the students with marks of adequate and good, with an average percentage higher than 66%. However, it is estimated that the use of computers at home for educational purposes will decrease over the medium grade, if educational hardware and software is not innovated to make it attractive to students [22]. However, analysis of the perceptions held by students of technology shows that an average of 20% do not work more and better on mathematics using ICT.…”

Section: Concerning Technological Resources At Home the Ine´s Report On Equipment And Use Of Ict Inmentioning

confidence: 99%

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Technological Factors That Influence the Mathematics Performance of Secondary School Students

et al. 2020

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Although the value of information and communication technology (ICT) is positive and its use is widespread, its potential as a teaching tool in mathematics is not optimized and its methodological integration is rare. In addition, the availability of ICT resources in schools is positively associated with the academic success of students, and the availability of ICT resources at home is negatively associated with their success. To determine the relationships among academic performance, uses, and available ICT resources, a total of 2018 secondary school students participated in the present study. The uses and available ICT resources, and the learning of mathematics and ICT, were evaluated using a validated 11-item questionnaire. Statistical analysis reveals that, of the secondary education levels, the lowest results are observed in the third year. A total of 64% of students affirm that they use ICT at home to study mathematics. In addition, 33.61% of the students affirm that they use their mobile phones frequently while studying at home. However, it should be noted that between 23.80% and 28.44% affirm that they dedicate more than 4 h per day to phone calls. Educational level is a predictor of academic performance in mathematics associated with students’ uses of ICT. The scores indicate that the computer is generally used for Internet searches, thus, limiting the use of ICT for educational purposes. Furthermore, there is a difference regarding gender.

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“…First, while online activities are heterogeneous, some are regarded as capital-enhancing activities because they can add value and be transferable resources. Under the positive multiplied effects from these capital-enhancing activities, individuals are attracted to jobs, finances, health, and political participation, and gain social, financial, political, and cultural capital; thus, they are likely to increase their chances of upwards mobility [19,38,41]. For example, there is a usage gap between work and educational activities (which have capital-enhancing effects) and recreational activities (which do not) [19].…”

Section: Hypothesesmentioning

confidence: 99%

Disparities in Online Use Behaviours and Chinese Digital Inclusion: A 10-Year Comparison

Liu

2022

IJERPH

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This study focuses on the disparities in Chinese online use behaviours (frequency and diversity) based on educational background and socioeconomic status over 10 years to reveal the Chinese digital inclusion process. We used the China Family Panel Studies (CFPS) 2010 and 2018 panels and considered the time and cohort effects separately. Ordinary least squares analysis revealed usage frequency. The generalized partial proportional odds model demonstrated participants’ prioritization of online study, work, entertainment, and social activity. The results show that the profile of the individuals with the most time spent online has changed from those with high education and income levels to mid-range education and income levels. Individuals with high education and income levels prefer to use the internet for studying and working. There are no clear preference differences between entertainment and social activities amongst most educational backgrounds and socioeconomic statuses. Regarding frequency of internet use, digital inclusion has spread downwards from the upper to the middle classes. Regarding diverse internet uses, upper-class individuals prefer to conduct capital-enhancing activities, and youth remain the main force for diverse online activities; however, over time, middle-aged groups have increased their capital-enhancing activities, and older adults have increased their digital social activities.

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Browsing the Web for School: Social Inequality in Adolescents’ School-Related Use of the Internet

Cited by 9 publications

References 41 publications

Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All

Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All

Technological Factors That Influence the Mathematics Performance of Secondary School Students

Disparities in Online Use Behaviours and Chinese Digital Inclusion: A 10-Year Comparison

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