Context
I joined the Digital Divide Research conducted by Professor Amy Gonzales and PhD Student Jesse King at the Communications Department of UCSB.
We conducted this study to understand how legislators have been approaching digital equity policy from 1990 to 2020.
I joined the Digital Divide Research conducted by Professor Amy Gonzales and PhD Student Jesse King at the Communications Department of UCSB.
We conducted this study to understand how legislators have been approaching digital equity policy from 1990 to 2020.
My role
I was one of the coder for the 591 legislative bills selected for content analyses, and helped review 20+ literature papers.
The published research paper is titled A content analysis of digital equity legislation in the U.S. from 1990 to 2020. You can find my name in the special thanks section.
I was one of the coder for the 591 legislative bills selected for content analyses, and helped review 20+ literature papers.
The published research paper is titled A content analysis of digital equity legislation in the U.S. from 1990 to 2020. You can find my name in the special thanks section.
Duration
2020.07-2021.08 Content Analysis research on Digital Divide.
2020.07-2021.08 Content Analysis research on Digital Divide.
Tools
d3.js, RawGraph 2.0
d3.js, RawGraph 2.0
In the visualizations below, I clarify the digital divide's definition, content analysis results for how past legislations addresses the digital disparity, and the current real-world datas.
Part 1: Frameworks of Digital Disparity
Part 1: Frameworks of Digital Disparity
The term Digital Divide encompasses not only access to devices and the Internet, but also the ability to use and benefit from them effectively.
The term Digital Divide encompasses not only access to devices and the Internet, but also the ability to use and benefit from them effectively.
Part 2: Analysis of The Top-Down Legislative Bridging process from Year 1990-2020
Part 2: Analysis of The Top-Down Legislative Bridging process from Year 1990-2020
What frames were emphasized in previous legislation to promote digital equity, specifically addressing the gaps in physical access, skills acquisition, and learning outcomes?
Sample
2,951 texts from Year 1990-2020 were extracted through a keyword search on the Library of Congress's website. After excluding unrelated topics like national defense, we narrowed the sample down to 591 bills, including 45 passed laws for analysis.
2,951 texts from Year 1990-2020 were extracted through a keyword search on the Library of Congress's website. After excluding unrelated topics like national defense, we narrowed the sample down to 591 bills, including 45 passed laws for analysis.
2,951 texts from Year 1990-2020 were extracted through a keyword search on the Library of Congress's website. After excluding unrelated topics like national defense, we narrowed the sample down to 591 bills, including 45 passed laws for analysis.
Codebook & Reliability Test
As one of two independent coders, I underwent 14 hours of training and achieved an intercoder reliability score of 0.83 (Krippendorff’s alpha) on 20 California bills related to digital inequality.
I coded the remaining 591 bills, excluding 256 for content overlap and removing 61 appropriation bills. The final analysis comprised 274 bills.
As one of two independent coders, I underwent 14 hours of training and achieved an intercoder reliability score of 0.83 (Krippendorff’s alpha) on 20 California bills related to digital inequality.
I coded the remaining 591 bills, excluding 256 for content overlap and removing 61 appropriation bills. The final analysis comprised 274 bills.
Screenshot：the coding sheet
Part 3: Content Analysis Results
Part 3: Content Analysis Results
Internet Access, Economic, and Education are the Top 3 Issue Frames
Internet Access, Economic, and Education are the Top 3 Issue Frames
Rural, Students and Family with Students, and Low-Income are the Top 3 for Targeted Groups
Rural
Rural
The Content Analysis of passed bills from 1993-2020 showed that the government invested the least in addressing the digital skills (2nd level) usage gap.
The Content Analysis of passed bills from 1993-2020 showed that the government invested the least in addressing the digital skills (2nd level) usage gap.
Note: N=274
Part 4: Legislation’s Effects: Real-World Impact Analysis
Part 4: Legislation’s Effects: Real-World Impact Analysis
Despite significant investment and the gradual increase in regulations, the digital divide of skills access and learning outcome has not been effectively addressed.
Despite significant investment and the gradual increase in regulations, the digital divide of skills access and learning outcome has not been effectively addressed.
There exists a significant skill gap between low-income groups and middle to high-income groups, which in turn affects the education of the next generation.
There exists a significant skill gap between low-income groups and middle to high-income groups, which in turn affects the education of the next generation.
The impact of laws and regulations is limited for low-income groups, as the reliance on mobile internet usage continues to rise. In contrast, there is a positive influence on the middle-income bracket.
The impact of laws and regulations is limited for low-income groups, as the reliance on mobile internet usage continues to rise. In contrast, there is a positive influence on the middle-income bracket.
Data source: Pew Research Center
Part 5. My insights On Examining a Top-Down Strategy to Bridge the Digital Divide
Part 5. My insights On Examining a Top-Down Strategy to Bridge the Digital Divide
The impact and effectiveness of legal regulations in bridging the digital divide are limited, due to:
The impact and effectiveness of legal regulations in bridging the digital divide are limited, due to:
Large numbers of first-level regulations fail to successfully address the second-level divide of skill acquisition.
Resulting gaps contribute to educational disparities, perpetuating a cycle.
Low Impact on low-income groups, especially in addressing significant skill disparities.
Furthermore, there is limited focus and investment in skill development and attention to minority groups.
Is there possibilities to bridge the disparity for APIDA groups in terms of education and acquiring digital skills?
Is there possibilities to bridge the disparity for APIDA groups in terms of education and acquiring digital skills?
Next chapter 👉
A Community Platform for APIDA Students
(Asian Pacific Islander Desi American)
A Community Platform for APIDA Students
(Asian Pacific Islander Desi American)
A Community Platform for APIDA Students
(Asian Pacific Islander Desi American)
© 2023 Christine Yan Ting Zhang