Digital citizenship: parameters of the digital divide

Abstract

As part of a National Science Foundation-funded study, we analyze data from a 2002 Midwest urban random sample survey (n = 167 adults) of differential access to and uses of computer technology. Factor analysis revealed three dimensions of attitudes toward technology (desire for computer skills, information power, computer use) and two factors regarding government role (digital government, computer access equity). A well-fitted structural equation (LISREL) path model (GFI = .98; AGFI = .94; NFI = .90) showed several key results. As education declined, desire for computer skills increased. Respondents with higher levels of education were more likely to use computers at home and work. Non-whites were more likely to report technological information as key to citizen empowerment, computers should be accessible to all citizens, and increased interest in learning computer skills. Interest in developing computer skills was positively associated with digital citizenship. Viewing technology as a source of informational power was positively related to digital government and computer access equity. Three statistically significant indirect effects were found.

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