Ethnic achievement gaps and digital exclusion: evidence from Colombia

Beatriz Gallo Cordoba

Ethnic achievement gaps and digital exclusion: evidence from Colombia

Beatriz Gallo Cordoba

School of Education Culture & Society

Research output: Contribution to conference › Abstract › peer-review

Abstract

Despite persistent evidence of ethnic achievement gaps around the world and growing interest in the role of digital exclusion in academic achievement, little is
known about the link between digital exclusion and ethnic achievement gaps. This paper aims to contribute to filling this gap using Colombia’s national
assessment data for 11th grade (age 15/16) students. Understanding that ethnic achievement gaps are the result of a combination of student, school and local authority processes, the focus is on the within-school achievement gaps and the contextual effects of ethnicity. Students belonging to an ethnic minority group in
Colombia have lower maths scores and are more likely to be digitally excluded. The school proportion of students with small-screen access to ICT is linked to a
stronger school contextual effect of Afrocolombian students, but a weaker contextual effect of Indigenous students. This evidence is a call for different ICT
access programs to not only consider their consequences for academic achievement, but also for their implications for equity.

Original language	English
Pages	5-6
Number of pages	2
Publication status	Published - 5 Sept 2022
Event	Conference of the European Association for Research on Learning and Instruction Special Interest Group 18 2022 - University of Education Freiburg, Freiburg, Germany Duration: 5 Sept 2022 → 7 Sept 2022 https://earli.org/SIG18-conference2022

Conference

Conference	Conference of the European Association for Research on Learning and Instruction Special Interest Group 18 2022
Abbreviated title	EARLI SIG 18 2022
Country/Territory	Germany
City	Freiburg
Period	5/09/22 → 7/09/22
Internet address	https://earli.org/SIG18-conference2022

Access to Document

https://earli.org/sites/default/files/2022-09/EARLI%20SIG%2018_Book%20of%20Abstracts.pdf

Cite this

@conference{8a613c0eb04b410c9d42c15e3e0b664c,

title = "Ethnic achievement gaps and digital exclusion: evidence from Colombia",

abstract = "Despite persistent evidence of ethnic achievement gaps around the world and growing interest in the role of digital exclusion in academic achievement, little is known about the link between digital exclusion and ethnic achievement gaps. This paper aims to contribute to filling this gap using Colombia{\textquoteright}s national assessment data for 11th grade (age 15/16) students. Understanding that ethnic achievement gaps are the result of a combination of student, school and local authority processes, the focus is on the within-school achievement gaps and the contextual effects of ethnicity. Students belonging to an ethnic minority group in Colombia have lower maths scores and are more likely to be digitally excluded. The school proportion of students with small-screen access to ICT is linked to a stronger school contextual effect of Afrocolombian students, but a weaker contextual effect of Indigenous students. This evidence is a call for different ICT access programs to not only consider their consequences for academic achievement, but also for their implications for equity.",

author = "\{Gallo Cordoba\}, Beatriz",

year = "2022",

month = sep,

day = "5",

language = "English",

pages = "5--6",

note = "Conference of the European Association for Research on Learning and Instruction Special Interest Group 18 2022, EARLI SIG 18 2022 ; Conference date: 05-09-2022 Through 07-09-2022",

url = "https://earli.org/SIG18-conference2022",

}

TY - CONF

T1 - Ethnic achievement gaps and digital exclusion

T2 - Conference of the European Association for Research on Learning and Instruction Special Interest Group 18 2022

AU - Gallo Cordoba, Beatriz

PY - 2022/9/5

Y1 - 2022/9/5

N2 - Despite persistent evidence of ethnic achievement gaps around the world and growing interest in the role of digital exclusion in academic achievement, little is known about the link between digital exclusion and ethnic achievement gaps. This paper aims to contribute to filling this gap using Colombia’s national assessment data for 11th grade (age 15/16) students. Understanding that ethnic achievement gaps are the result of a combination of student, school and local authority processes, the focus is on the within-school achievement gaps and the contextual effects of ethnicity. Students belonging to an ethnic minority group in Colombia have lower maths scores and are more likely to be digitally excluded. The school proportion of students with small-screen access to ICT is linked to a stronger school contextual effect of Afrocolombian students, but a weaker contextual effect of Indigenous students. This evidence is a call for different ICT access programs to not only consider their consequences for academic achievement, but also for their implications for equity.

AB - Despite persistent evidence of ethnic achievement gaps around the world and growing interest in the role of digital exclusion in academic achievement, little is known about the link between digital exclusion and ethnic achievement gaps. This paper aims to contribute to filling this gap using Colombia’s national assessment data for 11th grade (age 15/16) students. Understanding that ethnic achievement gaps are the result of a combination of student, school and local authority processes, the focus is on the within-school achievement gaps and the contextual effects of ethnicity. Students belonging to an ethnic minority group in Colombia have lower maths scores and are more likely to be digitally excluded. The school proportion of students with small-screen access to ICT is linked to a stronger school contextual effect of Afrocolombian students, but a weaker contextual effect of Indigenous students. This evidence is a call for different ICT access programs to not only consider their consequences for academic achievement, but also for their implications for equity.

M3 - Abstract

SP - 5

EP - 6

Y2 - 5 September 2022 through 7 September 2022

ER -