Reducing Digital Inequities in Higher Education
Abstract/Contents
- Abstract
- In recent years, American universities have implemented an array of innovative strategies to enhance the academic success of students, especially those from underrepresented backgrounds. Yet first generation college and low-income (FLI) students continue to encounter barriers to success because they do not have authentic access to digital technology needed to graduate and be career-ready in our ever-changing economy. This paper analyzes the case of digital inequity among FLI students at Stanford University and recommends strategies to elected officials and university, business and foundation leaders to ensure that postsecondary students possess the digital devices they need to be successful.
Description
| Type of resource | text, still image |
|---|---|
| Date modified | June 22, 2023 |
| Publication date | June 9, 2023; June 8, 2023 |
Creators/Contributors
| Author | Uddin, Shadman | |
|---|---|---|
| Author | Berkley, Kate |
Subjects
| Subject | Digital Equity |
|---|---|
| Subject | Student Success |
| Subject | First-generation college students |
| Genre | Text |
| Genre | Report |
| Genre | Working paper |
| Genre | Poster |
| Genre | Presentation slides |
| Genre | Story |
| Genre | Grey literature |
| Genre | Posters |
| Genre | Fiction |
Bibliographic information
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).
Preferred citation
- Preferred citation
- Uddin, S. and Berkley, K. (2023). Reducing Digital Inequities in Higher Education. Stanford Digital Repository. Available at https://purl.stanford.edu/rf440sz9202. https://doi.org/10.25740/rf440sz9202.
Collection
Policy, Organization Leadership Studies (POLS) Program Field Projects, Graduate School of Education
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