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Does Place Matter? The Effects of Concentrated Poverty on the Computer Use of Elementary Students

Abstract For several decades, scholars have investigated technological inequality within American society. These studies have focused on individual-level predictors of computer use such as income, education, and technological skills. Although these individual-level inequities are important contributors of technological inequalities, they neglect the importance of place, including neighborhood-level factors such as median income, racial composition, and educational attainment. The purpose of this study is to address this gap in the current literature by examining neighborhood-level effects of concentrated poverty on the trajectory of computer use (the change in computer use over a one-year period). Data were collected from fourth and fifth grade classrooms from two data points in a public school district in a mid-sized city in the southeastern United States. Results indicate that measures of concentrated poverty have an influence on the trajectory of computer use among elementary students. These findings suggest that social inequalities at the neighborhood level need to be addressed to further eliminate the digital divide in computer use among elementary students.