Digital Divide: The Roles of Access and Self-Efficacy on College Readiness

Author

Kristen Rojas, Lynn University

Date of Award

2013

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Mayra Ruiz Camacho

Second Advisor

Suzanne King

Third Advisor

Adam Kosnitzky

Abstract

This study examined how the roles of computer access, demographics, and self-efficacy on college readiness mastery for high school seniors in an affluent suburb in Southeastern Florida. Data was collected from an online survey using a quasi-experimental setting and a convenient sample of 322 high school seniors at a single public high school location. Statistical analysis was done using SPSS software to determine if differences exist between access, demographics, and self-efficacy contribute to college readiness mastery.

Results from this study revealed that a digital divide existed; also, findings within groups were different for those with household income over $100,000, those with computer access, and those who received free/reduced lunch and according to gender. These findings showed a strong difference contributing to college readiness mastery. The greatest difference was displayed in the range of household income of $100,000.00 and above within all groups. Also, computer access, free/reduced lunch and gender presented as a nominal variable of yes/no were different. The mean statistic of gender showed females with a difference for college readiness mastery, but these independent variables may lead to Type II errors. Self-efficacy did not influence college readiness mastery in this study.

Recommended Citation

Rojas, K. (2013). Digital Divide: The Roles of Access and Self-Efficacy on College Readiness [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/217