Immigrants, English Ability and the Digital Divide

Autor/inn/en	Ono, Hiroshi; Zavodny, Madeline
Titel	Immigrants, English Ability and the Digital Divide
Quelle	In: Social Forces, 86 (2008) 4, S.1455-1479 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7732
Schlagwörter	Language Usage; Family (Sociological Unit); Information Technology; Immigrants; Language Proficiency; English (Second Language); United States History; Access to Computers; Internet; Spanish Speaking; Correlation; Socioeconomic Status; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Sprachgebrauch; Familie; Informationstechnologie; Immigrant; Immigrantin; Immigranten; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor
Abstract	This study examines the extent and causes of inequalities in information technology ownership and use between natives and immigrants in the United States, with particular focus on the role of English ability. The results indicate that, during the period 1997-2003, immigrants were significantly less likely to have access to or use a computer and the Internet. Moreover, the gap in IT usage widened during that period. Immigrants and natives who live in Spanish-speaking households are less likely than individuals living in English-speaking households to have access to or use IT. Estimates using a measure of predicted English ability show that English ability is positively associated with IT access and use. The results suggest that much of the immigrant-native gap in IT usage is attributable to differences in English ability. (Contains 4 tables, 1 figure, and 13 notes.) (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/journals/j-sf.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10