Exploring Racial Disparities in Digital Reading: A QuantCrit Study of U.S. Adolescents

• In Event: Equity, Technology, and Emerging Literacies

Abstract

This study reveals notable disparities between Black and White students in key variables linked to digital reading achievement. White students consistently report higher averages in socioeconomic status (ESCS), ICT access at home and school, reading motivation, and metacognitive strategies such as summarizing and assessing credibility. Although both groups demonstrate a wide range of responses, Black students’ average scores remain lower across most domains. These findings reflect ongoing structural inequities that shape educational access and opportunity, particularly in digital learning environments. By highlighting these disparities, the study underscores the need for equity-driven interventions that foster digital reading skills and support students historically marginalized in educational research and practice, advancing a more just and inclusive framework for digital literacy development.

Authors

• Ibrahim Kizil, Syracuse University

• Bong Gee Jang, Syracuse University