Digital Reading and Gender Inequality in Higher Education

Autor/inn/en	Kuhn, Axel; Schneider, Ute; Schwabe, Annika
Titel	Digital Reading and Gender Inequality in Higher Education
Quelle	In: Higher Education Research and Development, 42 (2023) 1, S.141-155 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuhn, Axel) ORCID (Schwabe, Annika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.2019201
Schlagwörter	Foreign Countries; College Students; Gender Differences; Reading Skills; Reading Strategies; Access to Computers; Disadvantaged; Educational Technology; Technology Uses in Education; Technological Literacy; Self Efficacy; Computer Literacy; Gender Bias; Germany; Austria; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Geschlechterkonflikt; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Computerkenntnisse; Geschlechterstereotyp; Deutschland; Österreich; Schweiz
Abstract	Digital text has become the dominant medium for participation in higher education. Yet little is known about the consequences from the shift to digital text usage on the academic reading practices of specific groups of students. Using a unique data set of higher education students, we analyse differences in digital reading skills, practices, perception, and experience for female students and male students. Then we explain these differences by social inequality related to gendered reading practices and artifacts and reveal that the digitisation of academic reading is reproducing gender inequality in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01