Dissertation/Thesis Abstract

The digital divide through the lens of critical race theory: The digitally denied
by Hollins, Stacy Gee, Ph.D., University of Missouri - Saint Louis, 2015, 103; 10012831
Abstract (Summary)

The purpose of this qualitative research study was to examine African American community college students’ availability to technological resources and how that availability affects their success. In this study, technological resources include access to the internet, software, hardware, technology training, technology support, and community resources. This study included six community college professors and six African American community college students enrolled in a Midwest community college. A major tenet of Critical Race Theory, storytelling, was used to give voice to students who lack sufficient access to technological resources referred to as the digitally denied. Data from this study can create an awareness of students that lack technological resources at community colleges, universities, and community libraries. This study could also be useful to community college leadership who set policies and procedures and determine curriculum requirements that call for technological resources. The findings suggested that access to technological resources is a key factor that impacted the success of African American students in the community college.

Indexing (document details)
Advisor: Hoagland, Carl
Commitee: Davis, Matthew, Hassler, Thomasina, Miller, Keith
School: University of Missouri - Saint Louis
Department: Education
School Location: United States -- Missouri
Source: DAI-A 77/07(E), Dissertation Abstracts International
Subjects: Community college education, African American Studies, Educational technology
Keywords: Community college, Critical race theory, Digital divide, Digitally denied, Technology
Publication Number: 10012831
ISBN: 978-1-339-47777-0
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