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Sociocultural Factors Influencing Online Instruction: A Latina Perspective

Author

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  • Christine M. Reyes

    (New Mexico State University, Las Cruces, NM, USA)

  • Cecilia Hernandez

    (New Mexico State University, Las Cruces, NM, USA)

  • H. Prentice Baptiste

    (New Mexico State University, Las Cruces, NM, USA)

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.

Suggested Citation

  • Christine M. Reyes & Cecilia Hernandez & H. Prentice Baptiste, 2014. "Sociocultural Factors Influencing Online Instruction: A Latina Perspective," International Journal of Information Communication Technologies and Human Development (IJICTHD), IGI Global, vol. 6(2), pages 1-15, April.
    • Handle: RePEc:igg:jicthd:v:6:y:2014:i:2:p:1-15
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