The sociocultural factors that influenced the success of non-traditional, Latina, pre-service teachers in a required online instructional media and technology course

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dc.contributor.author Hernandez Reyes, Christine M.
dc.date.accessioned 2013-01-28T15:00:43Z
dc.date.available 2013-01-28T15:00:43Z
dc.date.issued 2013-01-28
dc.identifier.uri http://hdl.handle.net/2097/15274
dc.description.abstract Home computer ownership and Internet access have become essential to education, job security and economic opportunity. The digital divide, the gap between those who can afford and can use computer technolgies remains greatest for ethnic/racial groups placing them at a disadvantage for economic and eductional opportunties. The purpose of the study was to gain understanding and insight into the sociocultural factors influencing the digital divide as related to Latinos as a group, specifically a group of non-traditional Latina pre-service teachers from Southwestern Kansas in a required online instructional media and technology course. The folowing sociocultural factors 1) generational status, 2) English language ability, 3) educational attainment, 4) socioeconomic status and 5) gender identity are defined and identified in relationship to the success of eight Latina non-traditional, pre-service teachers in a required online instructional media and technology course as a requirement in their pursuit of a degree in elementary education. Four of the five sociocultural factors explored in this study; generational status, educational attainment, socioeconomic status, and gender roles appeared to influence the success of Hispanic, non-traditional pre-service teachers enrolled in the required online instructional media and technology course. Only one of the factors, English language ability, did not appear to have any direct influence on the success of these particular students. Although many of the students struggled with conventional use of English and this undoubtedly influenced their success in other courses, it did not inhibit their success in the on-line media and technology course. Participants were most expressive in their personal interviews about the influence of gender roles, both as a motivator and an inhibitor of success. These sociocultural factors also influence one another, particularly as generational status influences, English language ability, educational attainment, gender roles, and ultimately socioeconomic status. Socioeconomic status, in turn, highly influences computer ownership and Internet access which leads to reduced familiarity with computer and technology terminology, prior experience with computers, and the participant’s perceived self-efficacy in using computer technology for teaching. These factors all then influence the digital divide and the gaps that exist between Hispanics and other racial / ethnic groups. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Sociocultural factors in education en_US
dc.subject Distance education and Latinos en_US
dc.subject Technology in education en_US
dc.title The sociocultural factors that influenced the success of non-traditional, Latina, pre-service teachers in a required online instructional media and technology course en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Department of Curriculum & Instruction en_US
dc.description.advisor M. Gail Shroyer en_US
dc.subject.umi Education, Technology (0710) en_US
dc.date.published 2013 en_US
dc.date.graduationmonth May en_US


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