This article embraces the concept of technology identity as an innovative theoretical and methodological approach to study the digital divide. Reporting on qualitative data taken from a mixed-method study, the analytical approach goes beyond an access and skills perspective in measuring digital inequities. Narratives collected from students demonstrate how powerful sociocultural influences, such as family practices and access to a quality K-12 education, contribute to the development of a technology identity. The stories outlined in this article offer illustrative accounts of how holding a particular technology identity impacts the academic and social life of college students. Taken together, the narratives highlight the role of schools and universities as institutions which are perpetuating — rather than resisting — inequalities associated with the digital divide.
Goode, J. (2010). The digital identity divide: how technology knowledge impacts college students. New Media Society, 12(3), 497-513.
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