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Sociocultural Factors Influencing Online Instruction: A Latina Perspective

Sociocultural Factors Influencing Online Instruction: A Latina Perspective

Christine M. Reyes, Cecilia Hernandez, H. Prentice Baptiste
Copyright: © 2014 |Volume: 6 |Issue: 2 |Pages: 15
ISSN: 1935-5661|EISSN: 1935-567X|EISBN13: 9781466654709|DOI: 10.4018/ijicthd.2014040101
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MLA

Reyes, Christine M., et al. "Sociocultural Factors Influencing Online Instruction: A Latina Perspective." IJICTHD vol.6, no.2 2014: pp.1-15. http://doi.org/10.4018/ijicthd.2014040101

APA

Reyes, C. M., Hernandez, C., & Baptiste, H. P. (2014). Sociocultural Factors Influencing Online Instruction: A Latina Perspective. International Journal of Information Communication Technologies and Human Development (IJICTHD), 6(2), 1-15. http://doi.org/10.4018/ijicthd.2014040101

Chicago

Reyes, Christine M., Cecilia Hernandez, and H. Prentice Baptiste. "Sociocultural Factors Influencing Online Instruction: A Latina Perspective," International Journal of Information Communication Technologies and Human Development (IJICTHD) 6, no.2: 1-15. http://doi.org/10.4018/ijicthd.2014040101

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Abstract

Home computer ownership and Internet access have become essential to education, job security and economic opportunity. The digital divide remains greatest for ethnic/racial groups placing them at a disadvantage. 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 the midwest in a required online instructional media and technology course. The following 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 these participants. Of the five sociocultural factors explored in this study, only English language ability did not appear to have any direct influence on the success of these particular students. These sociocultural factors also influenced one another, particularly as generational status influences English language ability, educational attainment, gender roles, and ultimately socioeconomic status.

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