Chapter 17: The early roots of the digital divide: socioeconomic inequality in childrens ICT literacy from primary to secondary schooling

Chapter 17: The early roots of the digital divide: socioeconomic inequality in childrens ICT literacy from primary to secondary schooling

Information and communications technology (ICT) skills are crucial for labour market success and full participation in society. Socioeconomic status (SES) inequality in the development of ICT skills would prevent disadvantaged children from reaping the benefits of the digital age. Besides, the digit...

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Bibliographic Details
Main Author: Passaretta, Giampiero (auth)
Other Authors: Gil-Hernández, Carlos J. (auth)
Format: Electronic Book Chapter
Language:English
Published: Cheltenham, UK Edward Elgar Publishing 2023
Subjects:
JFFP
Digital skills; ICT literacy; Socioeconomic status inequality; Educational inequality; Primary school; Secondary school; Digital divide; Germany
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Summary:Information and communications technology (ICT) skills are crucial for labour market success and full participation in society. Socioeconomic status (SES) inequality in the development of ICT skills would prevent disadvantaged children from reaping the benefits of the digital age. Besides, the digital divide in ICT literacy might add to the already well-documented large and persistent SES inequality in 'hard' skills-like math, reading, and science. This chapter studies the roots, evolution, and drivers of SES inequality in ICT literacy from age 8 to 15 in Germany. Drawing from the German National Educational Panel Study (NEPS), we highlight five main findings: (1) SES gaps in ICT literacy exist as early as age 8 (grade 3) and are similar in size compared to SES gaps in hard skills; (2) like hard skills, SES gaps in ICT literacy remain stable over primary and tracked lower secondary schooling; (3) ICT access and use at home and school do not substantially explain SES gaps in ICT literacy at any age; (4) selection into school tracks seems a critical pathway, although not necessarily a causal one, leading to SES inequality in secondary school; (5) SES gaps in ICT literacy are not observed among children with similar levels of hard skills. We discuss the implications of these findings for the interdisciplinary literature on social stratification, skill formation, and the digital divide.
ISBN:/doi.org/10.4337/9781789906769.00026
9781789906769
Access:Open Access

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