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The digital divide through the lens ...

Hollins, Stacy Gee.

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The digital divide through the lens of critical race theory: The digitally denied.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The digital divide through the lens of critical race theory: The digitally denied./
Author:	Hollins, Stacy Gee.
Description:	103 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10012831
ISBN:	9781339477770

The digital divide through the lens of critical race theory: The digitally denied.
Hollins, Stacy Gee.

The digital divide through the lens of critical race theory: The digitally denied. - 103 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2015.

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.

ISBN: 9781339477770Subjects--Topical Terms:

517670
Educational technology.

The digital divide through the lens of critical race theory: The digitally denied.
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245 1 4 $a The digital divide through the lens of critical race theory: The digitally denied.
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500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Carl Hoagland.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2015.
520 $a 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.
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