Content area
This study examines inequity in student computer use in schools. Five research questions were addressed: (1) Is the amount of school computer use related to students' gender, ethnicity, achievement, or SES? (2) Are there inequities in how students use computers at school that are related to gender, ethnicity, achievement, or SES? (3) Are attitudes of principals, teachers, and students related to the amount of student computer use? (4) Are the attitudes of principals, teachers, and students related to the type of computer use? (5) Are the attitudes of principals, teachers, and students positively related?
Survey instruments were completed by principals, teachers, and students, which allowed three levels of analysis. Quantitative methods used to explore the research questions included descriptive statistics, correlations, and ANOVAs. Student computer use, type of computer use, and student-to-computer ratio were the key variables. Student gender, ethnicity, achievement, and SES were examined at the student level. Teachers' years of experience and computer attitude were the key variables at the classroom level. Principal computer attitude and school-level SES were key variables at the school level.
Neither the amount nor the type of computer use was significantly related to student gender. There was a relationship between ethnicity and the amount and type of student computer use. Students with low SES and low achievement tended to spend less time using computers. Minority students did not use computers for as many higher cognitive level computer activities. School computer use was generally low in the schools, and most students used computers for lower-level computer activities. The student-to-computer ratio was not significantly different for minority students and non minority students. Principals, teachers, and students had highly positive computer attitudes.
It was concluded that there are inequities in school computer use. Further research is recommended in the area of inequity in student computer use and in computer attitudes of principals, teachers, and students. (Abstract shortened by UMI.)