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ICT and the UN’s Sustainable Development Goal for Education: Using ICT to Boost the Math Performance of Immigrant Youths in the US

Author

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  • Sunha Kim

    (Department of Counseling, School, and Educational Psychology, SUNY at Buffalo, 423 Baldy Hall, Buffalo, NY 14260, USA)

Abstract

In the context of the United Nations’ Sustainable Development Goal for education, this study examines the potential of information, communication, and technology (ICT) as a way to provide quality education for all, with a focus on immigrant youth in the United States. The study uses structural equation models (SEM) to analyze data from a nationally representative data set, Trends in International Mathematics and Science Study (TIMSS)-USA. Focusing on mathematics achievement among immigrant youth (with non-immigrant youth as a reference group), this study explores the effects of ICT access and two types of ICT use for educational purposes: generic and specific. The results indicate that ICT access and specific ICT use both have positive direct, indirect, and total effects on math performance for immigrant youths, while generic ICT use has only a nonsignificant negative effect. In nonimmigrant youths, these ICT variables showed a different pattern, with the effects of ICT access and specific ICT use being less pronounced, but generic ICT use exhibiting a significant negative effect. These findings show the potential role of ICT-mediated education in narrowing the achievement gap between immigrant and nonimmigrant students, thereby helping immigrants better integrate into their destination countries.

Suggested Citation

  • Sunha Kim, 2018. "ICT and the UN’s Sustainable Development Goal for Education: Using ICT to Boost the Math Performance of Immigrant Youths in the US," Sustainability, MDPI, vol. 10(12), pages 1-19, December.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:12:p:4584-:d:187805
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    References listed on IDEAS

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    1. Sari Pekkala Kerr & William R. Kerr, 2011. "Economic Impacts of Immigration: A Survey," Finnish Economic Papers, Finnish Economic Association, vol. 24(1), pages 1-32, Spring.
    2. Pia M. Orrenius, 2017. "New Findings on the Fiscal Impact of Immigration in the United States," Working Papers 1704, Federal Reserve Bank of Dallas.
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    Cited by:

    1. Kim, Sunha & Faith, Myles S., 2020. "Cyberbullying and ICT use by immigrant youths: A serial multiple-mediator SEM analysis," Children and Youth Services Review, Elsevier, vol. 110(C).
    2. Hassan Hossein-Mohand & Melchor Gómez-García & Juan-Manuel Trujillo-Torres & Hossein Hossein-Mohand & Moussa Boumadan-Hamed, 2021. "Uses and Resources of Technologies by Mathematics Students Prior to COVID-19," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    3. Emilio Abad-Segura & Mariana-Daniela González-Zamar & Juan C. Infante-Moro & Germán Ruipérez García, 2020. "Sustainable Management of Digital Transformation in Higher Education: Global Research Trends," Sustainability, MDPI, vol. 12(5), pages 1-24, March.
    4. Antonio Fernández-Portillo & Manuel Almodóvar-González & José Luís Coca-Pérez & Héctor Valentín Jiménez-Naranjo, 2019. "Is Sustainable Economic Development Possible Thanks to the Deployment of ICT?," Sustainability, MDPI, vol. 11(22), pages 1-15, November.
    5. Sunha Kim & Suzanne Rosenblith & Yunjeong Chang & Shira Pollack, 2020. "Will ICMT Access and Use Support URM Students’ Online Learning in the (Post) COVID-19 Era?," Sustainability, MDPI, vol. 12(20), pages 1-14, October.
    6. José Juan Carrión-Martínez & Antonio Luque-de la Rosa & José Fernández-Cerero & Marta Montenegro-Rueda, 2020. "Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review," Sustainability, MDPI, vol. 12(8), pages 1-12, April.

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