English Argument
December 8, 1995Computer Literacy and Ethnicity: Schools, Jobs and Socio-Economics In America today, the computer revolution is affecting almost everyone's lives. Computers are utilized for business communications, domestic recreation, department store inventories, mail service and even the cash registers at fast food restaurants. Being computer literate is a useful skill in today's society. However, to become familiar with computers, one must first have access to them. Generally these skills can be learned at school, but a problem arises in the fact that there is not equal access to computers. Currently there is a large gap between the computer "haves" and "have nots," especially among certain ethnic (more specifically Whites, Blacks and Hispanics) and socio-economic groups and their schools. After defining computer literacy, it is possible to explore the various ways in which computer access in schools further divides society along the lines of socio-economics, ethinicities, and how they impact people's job markets.
Computer literacy
According to the National Center for Education Statistics, computer literacy may be defined as "whatever a person needs to know and do with computers in order to function competently in our information-based society" (Lockheed 8). Competency is broken down into three categories: skills to use computers in learning and information management; knowledge of the capabilities, functions and social implications of computers; and understanding to learn and evaluate new applications and social issues of computers (Lockheed 8-9). These three areas encompass virtually every aspect of literacy in terms of computers.This thorough definition of computer literacy can be applied to various professions and the amount of assumed computer related knowledge required for each. The versatility of this definition is supported by Ronald Anderson and Daniel Klassen who define computer literacy as "whatever understanding, skills and attitudes one needs to function effectively within a given social role that directly or indirectly involved computers" (Lockheed 8-9). For the purposes of this paper, Anderson and Klassen's definition will be used as the standard for computer literacy.
James Paul Gee's "Literacy, Discourse, and Linguistics: Introduction," he provides his view on literacy in general and defines literacy in terms of discourses. Gee asserts that "literacy is control of secondary uses of language (i.e.. uses of language in secondary discourses)" (Gee 23). "Discourses are ways of believing in the world; they are forms of life which integrate work, acts, values, beliefs, attitudes and social identities" (Gee 6-7). A primary is the "one we first use to make sense of the work and interact with others" (Gee 7) and obtained at home. A secondary discourse is one that is acquired through another mean of socialization (Gee 8). Discourses are obtained through apprenticeships which help the learner obtain superficial features of language (Gee 11) and become fully acclimated with the discourse's social applications.
In the case of a computer literacy or computer discourse, skills must be obtained through the same means as other discourses. The term the Gee sees as language is analogous to computer jargon. With enough exposure to computers and a computer literate society, students can attain knowledge and apply it. Significant social or, in this case, technical practice of the computer discourse is an essential for becoming computer literate.Our information -based society is rapidly becoming more dependent upon computers as resources. To function in many situations, familiarity with computer systems is necessary. In a minimal case, using an ATM machine or making a long distance call requires the use of an automated system. While these are minimal exposures to computers, typically in a job one needs special instruction on how to effectively use a specific system. Computers in education can be the foundation for students to learn technology based skills which are desirable for and often demanded from today's job markets. Generally, already being accustomed to utilizing systems or being computer literate can aid in job performance.
Ethnicity, Socio-Economics and Schools
It is possible to assume that most people who work with computers will become computer literate in school. Because of this, an evaluation of computer availability in education is necessary. According to the Congressional Office of Technology Assessment, American schools have one computer for every nine students (Buzbee). This, however is an overall ratio. It does not evaluate where these computers are located. The reality of this situation is that computers may be increasing the gap between the "haves" and the "have nots." A Newsweek poll from February 1995 indicated that 23% of people surveyed feel that "computers divide rich people, who can afford technology, from poor people, who cannot" (Hancock 52). This division in computer access is already evident by family income and race. The following charts list, by income and race, what percentage of students have access to computers at school and at home.By family income:
At school At home Under $20,000 53% 15% $75,000 or more 68% 74% By race: At school At home Whites 62% 43% Blacks 52% 16% Hispanics 52% 15% (Hancock 40).This information, which is based on the 1993 US Census, indicates a tremendous division in our society. Whites are almost three times more likely to own a personal computer than Blacks or Hispanics. Even though the percentages of access to computers is closer for schools, Whites will have the advantage of practicing their skills and using their resources at home, whereas the minorities are only given their limited school access time. Furthermore, a Commerce Department study discovered that among racial groups, inner-city Black households own the fewest number of personal computers (Mills C1). This gap between Whites, and Blacks and Hispanics appears to be one of the greatest, most obvious problems when analyzing computer literacy and ethnic groups.Ethnicity and Job Markets
If computer literacy is understanding the computer skills needed to function effectively in a social role, and Blacks and Hispanics are obtaining fewer opportunities to access computers, then it can be inferred that they are being prepared less for high-tech jobs. When white students can access up-to-date computers which are used for programming and practical applications classes in school, and minorities may have fewer computers which present less of a presence, there leaves no question as to who would obtain a computer based job if experience was needed.
There is solid evidence that "in all job categories, from clerks to professionals, people who know how to use computers earn more than those who don't" (Kantrowitz 78). This statement may also be a reflection upon the already existing discrepancies between the computer access of Whites, and Blacks and Hispanics. The market is beginning to demand these skills because within job pools people who are familiar with computers always exist. In fact, these workman are amply rewarded: "employees who are adept at technology earn roughly 10 to 15 percent higher pay" (Hancock 50).
This scenario is yet another tremendous indicator of the inequality that exists between ethnic groups. People who are computer literate receive higher salaries. However, if the computer access of Blacks and Hispanics is less than that of Whites, the possible result is that minority groups will have problems advancing within job markets and social classes. Obtaining a job is often dependent upon computer literacy. When there are inequalities in ethnic access to computers, it may be inferred that these same inequalities can transfer into job markets.
If a comprehensive program within high schools was created to expose students of all ethnic backgrounds to various types of technology in the work place and industry, a prospective dropout may continue with education because of the definite economic advantages the computer literacy brings. Perhaps this is the most effective way to begin equalization in computer access, knowledge and skills. If curriculums are targeted at possible dropouts, these types of useful technical skills may appeal to them and keep them in classrooms. Schools need to offer programs which students see as appealing training for a better job in the work force and an opportunity to become computer literate.
Computer literacy entails the knowledge of computer skills to effectively place a person in a social role. Those who have advanced skills will be amply rewarded, while those with menial skills will obtain jobs which will place them in a lower socio-economic class. This is all too often the case with minorities. As the gap between the "haves" and "have nots" increases, it appears that the economic and social inequalities which already exist between Whites, and Blacks Hispanics, and upper and lower classes are also reinforced. Computer literate people receive higher pay than those who are not, and assuming that Whites are more likely to have access to computers and therefore have skills, it is reasonable to say that they again will be paid more than a minority who has had less computer exposure.
hildisch@eserver.org>.Click here to return to the class's home page.