U.S. College Students’ Internet Use: Race, Gender and Digital Divides

Jones, Steve; Johnson-Yale, Camille; Millermaier, Sarah; Pérez, Francisco Seoane

doi:10.1111/j.1083-6101.2009.01439.x

Cited by 187 publications

(145 citation statements)

References 28 publications

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“…However, the authors found "no gender difference in the use of authorized information sources, contrasting with Jones et al's (2009) finding." (Lim & Kwon, 2010, p.…”

Section: Gender and Originmentioning

confidence: 80%

“…Lim and Kwon also recently cited Jones et al (2009), noting that, "Male students tend to use Wikipedia more frequently than female students and follow links on Wikipedia more than their female counterparts." However, the authors found "no gender difference in the use of authorized information sources, contrasting with Jones et al's (2009) finding."…”

Section: Gender and Originmentioning

confidence: 99%

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Capturing business intelligence required for targeted marketing, demonstrating value, and driving process improvement

Cox

Jantti

2012

Library & Information Science Research

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The University of Wollongong (UOW) has undertaken an innovative and collaborative research project to demonstrate the value that can be provided by academic libraries. The tool developed, the "Library Cube", is a data warehouse linking student borrowing and use of electronic resources to students' academic grades and demographic information. The project is different to other institutions' efforts to link usage to student outcomes, in that the Library Cube is not a one-off research project, but is now an ongoing part of UOW's systems and performance reporting and represents a fundamental shift in evaluating the student experience through the integration of discrete systems and datasets.The Library Cube demonstrates a new direction for evidence-based research. Analysis enabled through the Cube has revealed a very strong relationship between library usage and students' academic performance. This information will improve UOW Library's ability to demonstrate value to clients and stakeholders. The Library Cube has also delivered some anticipated and unexpected findings on the relationship between social variables (such as gender, age, and citizenship) and library usage behaviors; and in doing so has also identified potential target audiences for Library promotions and engagement strategies. ABSTRACTThe University of Wollongong (UOW) in New South Wales, Australia, has undertaken an innovative and collaborative research project to demonstrate the value that can be provided by academic libraries through a tool called the 'library cube'. The library cube consists of two major components: a backend system containing a multidimensional data warehouse linking student borrowing and use of electronic resources to students' academic marks (grades); and a frontend system that allows users to quickly and easily create cross tabulated data views, such as average student marks by frequency of library resource usage and gender.The project is different from the efforts of other institutions to link usage to student outcomes, in that the library cube is not a isolated research project, but is now an ongoing part of UOW's systems and performance reporting. The library cube represents a fundamental shift in evaluating the student experience through the integration of discrete 2 systems and datasets. It has revealed a very strong relationship between student library usage and academic performance. This information will improve UOW Library's ability to demonstrate value to clients and stakeholders. The library cube has also delivered some anticipated and unexpected findings on the relationship between social variables, such as gender, age, and citizenship, and library usage behaviors; and in doing so has also identified potential target audiences for library promotions and engagement strategies.

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“…However, the authors found "no gender difference in the use of authorized information sources, contrasting with Jones et al's (2009) finding." (Lim & Kwon, 2010, p.…”

Section: Gender and Originmentioning

confidence: 80%

Section: Gender and Originmentioning

confidence: 99%

Capturing business intelligence required for targeted marketing, demonstrating value, and driving process improvement

Cox

Jantti

2012

Library & Information Science Research

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“…Despite the importance of the issue of digital divide and the considerable resources allocated to bridging the divide, no one has yet discovered an effective solution to bridge the digital divide (Jones, Johnson-Yale, & Millermaier, 2009). In fact, even if the differential access has been bridged, the digital divide may continue to perpetuate and widen through differences in terms of the quality and quantity of usage (Selwyn, 2004;Jackson, 2007;Livingstone & Bober, 2005).…”

Section: Introductionmentioning

confidence: 99%

Digital Divide amongst Urban Youths in Malaysia – Myth or Reality?

Soh¹,

Yan²,

San³

et al. 2012

ASS

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The Digital Divide is an important issue with serious consequences, both for the individuals affected and society. With 90% of youths in urban areas using the Internet, there is a myth that the Digital Divide no longer exists amongst urban youths. Based on a random survey of 1639 youths, this study analyses the possibility of a digital divide along ethnic lines in Malaysia.. Findings indicate there are significant ethnic-based differences in home PC ownership and Internet connection. There are further concerns that the digital divide is further widening because of the quantity and quality of access. Multivariate analysis reveals that Chinese youths are online for twice the duration of Malays and Indians. However, higher Internet usage may be a two-edged sword as higher Internet use are intertwined with higher risks and negative activities such as violent games, pornography, and gambling. The article also discusses various means to mitigate the risks of Internet usage.

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“…Digital divide referring to various inequalities in access to, and use of, technology may be conceived as a serious social problem, since some individuals may utilise the advantages of technology while others will not (Jones, Johnson-Yale, Millermaier, & Perez, 2009). The gender-related digital divide, one type of gendered differences in technology use, is a critical issue and has been discussed with regard to the use of information technology and computers in education (Cooper, 2006;Volman & van Eck, 2001;Wong, Teo, & Russo, 2012).…”

Section: Gender Differences In Internet Use and Internet-based Learningmentioning

confidence: 99%

“…Although the latest generation of learners has grown up in a technology-saturated environment, they still represent gender stereotyping perceptions across different computing applications (Selwyn, 2007). The gender stereotype that computers and the Internet are masculine technologies may result in the gender differences in students' self-efficacy and attitudes toward their utilisation of the Internet and the Internet-based learning (Jones et al, 2009;Selwyn, 2007;Sherman et al, 2000), therefore exploring the gender differences in Internet-based learning is important for educators to encourage students to participate in such learning (Chuang et al, 2008;Huang et al, 2013).…”

Section: Gender Differences In Internet Use and Internet-based Learningmentioning

confidence: 99%

Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs

Chiu

Tsai

Liang

2015

AJET

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The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling (SEM), the measurement invariance and latent mean comparisons across gendered groups were tested. After the invariance tests were all satisfied, the latent mean analysis approach was conducted. The results of the latent mean comparisons revealed that a gender gap occurred in the uncertainty, complexity and source of Internet-specific epistemic beliefs; however no gender difference was found in the justification dimension. In general, the study findings suggest that differences in beliefs regarding Internet-based knowledge exist between undergraduate males and females. The gendered issue of Internet-based learning and epistemic beliefs cannot be ignored. Finally, some suggestions for developing Internetrelated curricula and instruction were also proposed.

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U.S. College Students’ Internet Use: Race, Gender and Digital Divides

Cited by 187 publications

References 28 publications

Capturing business intelligence required for targeted marketing, demonstrating value, and driving process improvement

Capturing business intelligence required for targeted marketing, demonstrating value, and driving process improvement

Digital Divide amongst Urban Youths in Malaysia – Myth or Reality?

Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs

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