Social disparities in young adolescents` ICT literacy: The explanatory role of parental ICT characteristics and mediation strategies

Although numerous studies have revealed social disparities in ICT literacy among adolescents, there is limited knowledge about the factors contributing to these literacy gaps. Since the family is the first and most influential environment for children to acquire knowledge and skills, it is reasonable to assume that parental ICT-related characteristics and mediation practices mediate the relationship between socioeconomic status (SES) and adolescents` ICT literacy. Only few studies have examined this issue, and each of these considered only few parental factors and mostly used subjective measures to assess ICT literacy, which are not considered valid indicators of actual ICT literacy. Therefore, this study aimed to extend previous research by (a) using a standardized ICT literacy test and (b) formulating a digital home learning environment (HLE) model that encompassed various parental ICT characteristics (e.g., values, use) and various mediation practices (e.g., instructional support, rules). Using data from 422 parents and their children (aged 11 to14), a chain mediation model was conducted. The results showed that SES predicted adolescents' ICT literacy and that parental ICT characteristics, i.e. values and usage, partially mediated social disparities in ICT literacy (24% of the total effect of SES on ICT literacy). Contrary to expectations, parental mediation practices showed no or only weak associations with ICT literacy and did not provide any substantial mediation effects. Therefore, parental ICT characteristics seem to play an important role in explaining digital inequality. Their influence on adolescents’ ICT literacy is discussed in the context of media education.