Unveiling the Role of Poverty Stigma in Computer and Information Literacy Development Among Rural Students

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Abstract

Compared to urban students, rural school students could experience substantial disparity in developing computer and information literacy (CIL). However, there has been insufficient research on the impact of poverty stigma on rural students' CIL development. Guided by the labeling theory, this study conducts structural equation modeling method to investigate the relationships between social stigma, self-stigma, and CIL among China’s rural students (N = 2,153). The results suggest that students from low-resourced families do not perceive social stigma as directly impacting their CIL, and self-stigma plays a mediating role between perceived social stigma and CIL. These findings have significant implications for educators seeking to improve and adjust the relevant policies in the digital age.

Authors

• Jiayi Shi, Southwest University

• Ling Li, Southwest University

• Bu Zhong, Pennsylvania State University

• Jingshun Zhang, Florida Gulf Coast University