ABSTRACT

This paper analyzes inequalities in using information and communication technologies (ICTs) for educational activities outside school by social origin, immigrant background, and gender. It examines whether these inequalities just work additively or whether certain combinations of these groups are associated with specific advantages or disadvantages and which factors drive these differences. Data from the EU sample of the Programme for International Student Assessment (PISA) 2018 are used for the empirical analyses. The results show that male students with immigrant background and highly educated parents have the highest frequency of educational ICT use, while native female students with less educated parents show the lowest frequency. However, the group categories also interact: An academic family background is more advantageous for students with immigrant background and for boys than for native students and girls. The male advantage can be attributed to a general higher frequency of boys using ICTs in their free time, while the advantage of an academic family background is mainly due to a better endowment with educational resources at home. Implications for research and practice are discussed.

IMPACT SUMMARY

a. Prior State of Knowledge:

Inequalities in students’ (offline) educational activities according to their social origin, immigrant background, and gender are well known. Differences in students’ ICT usage have been documented as well. However, the two literatures have hardly been combined so far.

b. Novel Contributions:

The paper examines whether inequalities in adolescents’ ICT use for educational purposes outside school exist according to social origin, immigrant background, and gender. It also analyzes how far these inequalities interact and which factors drive these inequalities.

c. Practical Implications:

As some social groups were shown to be less familiar with educational ICT use at home, all students should be supported in acquiring familiarity in using ICTs for educational purposes, e.g., by strengthening the inclusion of ICTs at school.

摘要

本文根据社会出身、移民背景和性别分析了在校外教育活动中使用信息和通信技术 (ICT) 的不平等。它检查了这些不平等是否只是相加，或者这些群体的某些组合是否与特定的优点或缺点相关，以及哪些因素导致了这些差异。来自欧盟国际学生评估计划 (PISA) 2018 样本的数据用于实证分析。结果表明，具有移民背景且父母受过高等教育的男生使用教育ICT的频率最高，而父母受教育程度较低的本地女学生使用频率最低。但是，组类别也相互作用：学术家庭背景对有移民背景的学生和男孩比对本地学生和女孩更有利。男性的优势可归因于男孩在空闲时间使用 ICT 的频率普遍较高，而学术家庭背景的优势主要是由于在家中拥有更好的教育资源。讨论了对研究和实践的影响。

影响总结

一种。先前的知识状态：

众所周知，学生（线下）教育活动因社会出身、移民背景和性别而异。学生在 ICT 使用方面的差异也被记录在案。然而，到目前为止，这两种文献几乎没有结合起来。

湾。小说贡献：

该论文根据社会出身、移民背景和性别，考察了青少年在校外教育目的中使用 ICT 是否存在不平等。它还分析了这些不平等在多大程度上相互作用以及哪些因素导致了这些不平等。

C。实际影响：

由于一些社会群体对在家中使用教育 ICT 不太熟悉，因此应支持所有学生熟悉将 ICT 用于教育目的，例如，通过加强学校对 ICT 的包容性。