Thanks for your patience during our recent outage at scalar.usc.edu. While Scalar content is loading normally now, saving is still slow, and Scalar's 'additional metadata' features have been disabled, which may interfere with features like timelines and maps that depend on metadata. This also means that saving a page or media item will remove its additional metadata. If this occurs, you can use the 'All versions' link at the bottom of the page to restore the earlier version. We are continuing to troubleshoot, and will provide further updates as needed. Note that this only affects Scalar projects at scalar.usc.edu, and not those hosted elsewhere.
Race and the Digital: Racial Formation and 21st Century TechnologiesMain Menu"From Tweets to Streets?" A Research Project with Digital Supplement"The Digital Divide" Research ProjectsRace and the Digital BlogIntersectionality and TaggingCourse SyllabusSyllabus for Race and the Digital at UCLAStatement of Values: Digital Ethnic StudiesContributors' PortfoliosAbout "Race and the Digital"Genevieve Carpiocbaef6f4fe1847cc774ee8ef5c2d6efb0a58fda3Kid Cometb62a4423d252f961609f416b7188ffbc7d84a7d3Yesenia Melgoza-Fernandeza6a8d8933b14c7be3a522d5102f92c9dfe52e9b2Michie Ortiz25daabac1577ec1d12a68b2c0b0a15c4dba1374bEduardo D. Garcia6e60d0784abf2b990f3510cceb60101259a8bdd3Alan Evangelistaf3e41e7c002a037bb13d71a1e837eb5bf5bef12fAna Victoria H.37ae5307effd9bccccea4f0fe7958d15cee30e07Arturo Sotelo38025c1bb15e36f2beff44b22df47fac513c339faade8e08161ecdfbe4206b74479dee1c1d007a58c4Ashley Martinez-Munoza5a71a08c4c1c5dc7904ffcbc148c4f2edb1e723Ebony Paramodca8ce0b7a38097adb1b511e4c75690f833171f0
Analysis of Data
12016-04-25T16:14:45-07:00aade8e08161ecdfbe4206b74479dee1c1d007a58c4887711compelling answer to assignment, accurate evidence to support interpretation, course textsm images, and other media, engage with course authors (i.e nakamura would believe)plain2016-04-28T08:34:48-07:00aade8e08161ecdfbe4206b74479dee1c1d007a58c4
To clarify the educational attainment aspect.
The educational attainment level is more often asked in these type of surveys because it helps determine a person's socioeconomic level and also, at times, race. Minorities tend to fall under categories such as high school, no education, working class, etc. And it is easier to ask this question than to ask whats a persons socioeconomic level.
So what does the data say?
After analyzing each data set, it wasn't hard to find trends. Hispanics and blacks were less likely to have access to the internet. This is evident in all of the data sets, especially Data Set A. In Christian Sandvig's article, "Connection at Ewiiaapaayp Mountain: Indigenous Internet Infrastructure" he brings to attention the fact that Native Americans are set to a higher standard when the government determines whether or not to spend money on their lands to grant access to the internet. By this I mean Native Americans are supposed to use the internet for good reasons, such as for educational purposes. However, if teens have access to the internet, more likely than not they would rather use the internet for fun purposes, such as social media or to watch videos. This trend is evident in Data Sets B, C, and D; young adults are active users of social media sites. All of these sets can apply to Youtube, as a social media site and source of videos, young adults are using these platforms instead of educational ones. All of the Data Sets emphasize the idea that people of color are active internet users. This seems to be the case, but in reality most of the users tend to use cellphones instead of desktops to access the internet. Some people may think, hey they have access to internet, what's the big deal? But in reality, only accessing the internet through a cellphone limits a persons potential of creativity and ability to either share or create content. Another thing cellphones limit, are the type of productive things people are able to such as homework. Mobiles aren't designed to accommodate word, power point etc. Instead, cell phones work strongly with apps that involve limited words and cameras.
I believe that Christian Sandvig would most definitely agree with Melissa Gilbert, the author of "Theorizing Digital and Urban Inequalities: Critical geographies of ‘race’, gender and technological capital". Gilbert's article focuses on the digital divide and how race and location play into it. These two authors would certainly agree on the fact that factors that are out of people's control shouldn't determine important things, such as internet access. The geographical components play a vital role in determining who has access. For example, in Sandvig's article Native Americans in their homelands have no internet access because of the lack of internet range. I also agree with the points they made in their articles because race, location, socioeconomic status shouldn't determine if someone should be allowed access to internet, when it is such a big part of society today. In fact, Henry Jenkins author of "Convergence Culture: Where Old and New Media Collide" states "Youtube as a site open to everyone's participation is tempered by the reality that participation is unevenly distributed across the culture. An open platform does not necessarily ensure diversity" (290). Jenkins affirms that Youtube, however great it may seem, isn't necessarily accessible by everyone. Simply because it is public and ever expanding, it doesn't necessarily signify that the whole world is on it, but instead only a fraction of those who happen to have internet access.
This page has paths:
12016-04-25T15:46:34-07:00aade8e08161ecdfbe4206b74479dee1c1d007a58c4Youtube, Itoube, We all toube? by Addie VielmasGenevieve Carpio13Addie Vielmas' Digital Divide Paperplain2016-04-28T08:44:55-07:00Genevieve Carpiocbaef6f4fe1847cc774ee8ef5c2d6efb0a58fda3
