Exploring How Parents in Economically Depressed Communities Access Learning Resources

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dc.contributor.authorKhanipour Roshan, Parisa
dc.contributor.authorJacobs, Maia
dc.contributor.authorDye, Michaelanne
dc.contributor.authorDiSalvo, Betsy
dc.date.accessioned2023-03-17T22:48:24Z
dc.date.available2023-03-17T22:48:24Z
dc.date.issued2014
dc.description.abstractThis qualitative study of parents in financially depressed communities in westside Atlanta examines parents' access to information technology and out-of-school learning resources through five dimensions of digital divide: technical apparatus, autonomy, social support, skill, and purpose. The context of this study is a broader research agenda to explore how technology impacts parents' knowledge and use of out-of-school learning resources for their children in low socioeconomic status neighborhoods. The findings contribute to a growing body of research on marginalized groups and provide a rich description of parents' digital access and technology practices in the context of education. Finally, we identify design implications that are specific to this community and can be extended to similar populations to support parents in finding more learning opportunities.en
dc.identifier.doi10.1145/2660398.2660415
dc.identifier.urihttps://dl.eusset.eu/handle/20.500.12015/4426
dc.language.isoen
dc.publisherAssociation for Computing Machinery
dc.relation.ispartofProceedings of the 2014 ACM International Conference on Supporting Group Work
dc.subjectdigital inequalities
dc.subjecteducation
dc.subjectinformal learning
dc.subjectictd
dc.subjectmarginalized communities
dc.subjectsocial capital
dc.subjectafrican american
dc.subjectaccess
dc.subjectdigital divide
dc.titleExploring How Parents in Economically Depressed Communities Access Learning Resourcesen
dc.typeText/Conference Paper
gi.citation.startPage131–141
gi.conference.locationSanibel Island, Florida, USA

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