Document Type
Article
Publication Title
British Journal of Sociology of Education
Publication Date
3-21-2025
Keywords
digital capital, digital divide, Aboriginial and Mainstream children, educational equity
Abstract
This qualitative study examines the home digital literacy practices of Aboriginal and Mainstream elementary-age children in Australia, highlighting how socio-economic and cultural factors influence these practices. This study integrates conceptural framework such as capital, digital capital, and social reproduction theory to analyze conversational interviews conducted with six children. Our findings reveal significant disparities in digital capital accumulation, primarily driven by socio-economic differences and varied access to digital resources. Mainstream students typically possess more digital capital, which allows them to navigate the digital landscape more effectively and perpetuate systemic inequalities. The enduring digital divide reinforces existing economic and social hierarchies, exacerbating social inequalities and further marginalizing disadvantaged groups. This research underscores the urgent need for educational curricula to integrate digital literacy and for pedagogical strategies that provide equitable digital learning opportunities, specifically tailored to the unique realities of both Aboriginal and Mainstream students.
DOI
10.1080/01425692.2025.2478162
Recommended Citation
Gao, H., & Yang-Heim, G. Y. A. (2025). Digital Stratification: Comparing Digital Literacy Practices Among Aboriginal and Mainstream Children in Australian Homes. British Journal of Sociology of Education, 1–19. https://doi.org/10.1080/01425692.2025.2478162
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Elementary Education Commons, Indigenous Education Commons, International and Comparative Education Commons
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on March 21, 2025, available at: https://doi.org/10.1080/01425692.2025.2478162. It is embargoed until September 21, 2026.