This research examined digital equity between two middle schools - one that was majority minority and low socioeconomic status, and one that was historically white with a more even demographic distribution. The study found that students at the white school were more likely to use technology both in and out of school for communication, creation, and other activities. Specifically, teachers at the white school used digital tools for teaching more, and students there used technology more in their coursework. While minority students at both schools used technology more outside of school, minority students at the white school also used technology significantly more during school compared to those at the majority minority school. The results indicate differences in access to and use of technology between socioeconomic and racial groups.

1. Degree of Digital Equity in Schools by Race and Socio-Economic Characteristics
Round-table Summary
Paper presented at the American Educational Research Association (April 8-12, 2011), New Orleans, LA
Contact: ggdholakia@gmail.com
Gloria Gonzales Dholakia
Joan E. Hughes, Ph.D.
Michelle Fulks Read
University of Texas at Austin
This research examined and compares digital equity at two different middle schools. Focus is placed
upon minority student in- and out-of-school technology use to explore the relationship of school and
digital equity. The first middle school, Saguaro, is a minority-majority school, with 93% Hispanic and
African-American students. The second middle school, Porter, is a historically white majority school
participating in a district student-transfer program with a 50% white and 50% Hispanic/African
American population. Data from the two schools is compared to examine student in- and out-of-school
technology use and perceived technology skill level. In exploring the relationship of student technology
use both in and out of school to that of the school and minority status, digital inequities were present.
Students at the historically white school were more likely to utilize various technologies for
communication, creation, web, and productivity activities both in- and out-of-school.
Research Questions:
• Are students at two different schools (high minority, low SES versus historically white majority;
moderate to high SES) afforded digital equity in content areas?
• How are minority students at two different schools utilizing technology in and out-of school?
• How does a within-district student-transfer program impact digital equity?
Results:
The results of this study indicate varying access and manner of use of digital technologies
between socioeconomic and minority groups.
• Digital equity in content areas: The results indicate Porter teachers are more likely to use digital
tools for teaching compared to Saguaro teachers. Even more so, Porter students are much more
likely to use digital tools in their content-area courses than Saguaro students.
• Technology use in and out-of school: Both Saguaro and Porter minority students utilize more
technologies in out-of-school environments. However, minority students at Porter utilize
moderately more technologies out-of-school and significantly more technologies in-school
compared to minority students at Saguaro.
• Impact of ethnic diversity on digital equity: All Porter students, minority and non-minority, were
more likely to engage with various technological activities in-school than were Saguaro students.
Porter students also reported participation in more activities within each theme compared to
Saguaro students.
Questions for consideration:
Have you experienced or witnessed digital equity or inequity?
In what ways can individual teachers positively influence digital equity?
How can teacher education programs increase digital equity and/or decrease digital inequity?
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