Digital divide and gender disparities in educational technology access among rural Tamil Nadu households: A multi-theoretical analysis (Record no. 533870)
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| fixed length control field | 02424nam a22001457a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 260709b ||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Balasundaram, Elamurugan et al |
| 245 ## - TITLE STATEMENT | |
| Title | Digital divide and gender disparities in educational technology access among rural Tamil Nadu households: A multi-theoretical analysis |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | International Journal of Rural Management |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 22(1), Apr, 2026: p.51-73 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | This mixed-method study investigated gender inequities in household access to educational technology among 378 rural Tamil Nadu households (443 children) from 12 districts, applying the capability approach, social reproduction theory and intersectionality lenses. Binary logistic regression, structural equation modelling and in-depth interviews with 378 parents and 68 children indicated significant gaps: 68.4% of males and only 34.9% of females had access, with female gender being associated with 79% lower odds (OR = 0.21) following controls. Capability deprivation mediated 43% of gender’s influence, and females faced higher constraint in all domains: over time, in autonomy, in skills and in cultural support. Maternal schooling was revealed to be the strongest protective factor. Four mechanisms that perpetuated inequities from qualitative analysis included gendered perceptions of risks, time competition due to domestic chores, strategic allocation of resources based on perceived returns and gendered technology identity process. Results suggest gender inequality endures despite expanded device availability and that it operates through capability constraint rather than mere material access mechanisms. Effective programme interventions need to employ multilevel interventions: infrastructure investments, school-centred compensatory programmes, maternal schooling interventions and community-level attitude interventions targeting household governance mechanisms that translate structural inequalities into differential digital outcomes.- Reproduced https://journals.sagepub.com/doi/full/10.1177/09730052261420528?_gl=1*1dbdlr*_up*MQ..*_ga*MTIwOTEwMjg3 NS4xNzgzNTg5MjE2*_ga_60R758KFDG*czE3ODM1ODkyMTUkbzEkZzEkdDE3ODM1ODkyNjMkajEyJGwxJGg1OTk5NjEwOTg. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | • Digital divide, Gender inequality, Educational technology, Capability approach, Rural India, mixed methods. |
| 9 (RLIN) | 61557 |
| 773 ## - HOST ITEM ENTRY | |
| Main entry heading | International Journal of Rural Management |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Item type | Articles |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Permanent location | Current location | Date acquired | Serial Enumeration / chronology | Barcode | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Indian Institute of Public Administration | Indian Institute of Public Administration | 2026-07-09 | 22(1), Apr, 2026: p.51-73 | AR139329 | 2026-07-09 | Articles |