The Racial Digital Divide: Motivational, Affective, and Cognitive Correlates of Internet Use¹

Abstract

The indisputable existence of a racial digital divide calls into question the democratizing potential of the Internet. Beyond issues of access to the technology are psychological factors that may influence Internet use. A survey of 787 college undergraduates—630 European Americans and 157 African Americans—who have similar access to the Internet was used to examine motivational, affective, and cognitive factors that may influence Internet use and contribute to the racial digital divide. Racial differences in Internet use were obtained, but were limited to e‐mail use. A model of Internet use is offered that considers motivational, affective, and cognitive antecedents and consequences of use.

Does home internet use influence the academic performance of low-income children?

“…Extending previous research with adolescents and adults (Hoffman & Novak, 1998;Jackson et al, 2001a;Kraut et al, 1996;Pew Internet & American Life Project, 2000b; U. S. Department of Commerce, Internet Reports, 1995, 1999, 2000, European-American children in our research used the Internet more than did African-American children. As with age, these findings have implications for educational policy aimed at leveling the educational playing field.…”

“…Race differences in children's Internet use have not been examined, especially when access to the Internet is not an issue (i.e., within socioeconomic groups). Among teens, some evidence suggests that African Americans use the Internet less than do European Americans (Hoffman & Novak, 1998;Jackson et al, 2001a;Kraut et al, 1996). Some additional evidence asserts that older children use the Internet more than do younger children, especially for communicating with peers (Pew Internet & American Life Project, 2002;Turow & Nir, 2000).…”

“…Previous research on these relationships has focused almost exclusively on adults. Findings for adults indicate race and age differences in Internet use (Jackson, Ervin, Gardner, & Schmitt, 2001a;Norris, 2001; U.S. Department of Commerce, Internet Reports, 1995, 1999, 2000.…”

The Digital Divide and K-12 Student Computer Use

“…Jackson, Ervin, Gardner, and Schmitt (2001) reviewed a number of studies and concluded that affluent mostly white students dominate classroom computer use and predominately use software that requires the use of critical thinking skills. Less affluent black and other minority students predominately use drill and practice software.…”

“…Damarin (2000) asks, if our schools are responsible for making future citizens familiar with tools and technologies that affect our social, cultural, political and economic environment? If it is the responsibility of our public schools we will need to address societal differences in the use of computers and the Internet based on how different groups perceive information to be valued and relevant (Attewell, 2001;Jackson, Ervin, Gardner, & Schmitt, 2001;Simon, 2001). …”