Digital Inequalities: A Research Perspective from the United States Melissa R. Gilbert Department of Geography and Urban Studies Temple University Web Science Doctoral Training Centre University of Southampton March 9, 2011

Social Justice and ICTs Critical Geography Power and Inequality Place, Space, and Landscape Social Justice Framework Agency and Daily Life Multiplicity of Experiences Research for Empowerment Implications for ICTs Theory Praxis

The Digital Divide: Lessons from Philadelphia Two technology use contexts Harrison Plaza Tenant’s Association (HPTA) Kensington Welfare Rights Union (KWRU) 11th Street Corridor, Philadelphia PA African-American and Latino Populations Deindustrialization and Racial Segregation High rates of unemployment, poverty, and public assistance Low educational attainment and literacy rates

Center City Philadelphia North Philadelphia Kensington Welfare Rights Union (KWRU) Harrison Plaza Public Housing Development 11 th Street Corridor I. PRACTICE Two Technology Use Contexts in Philadelphia, PA

Collaborative Activities Assess technical capacity Identify ICT needs Create technology facilities Design curricula Develop community information resources Develop interfaces and networks

Case 1: Kensington Welfare Rights Union Organizational Objectives Reframe policy discussions about poverty around economic human rights Network to other grassroots organizations IT Delivery Approach Computer and training of staff for database development Intranet Information management and technology use workshops

Case 2: Harrison Plaza Public Housing Development Community Objectives – Attain access to computers, internet, and educational programs for basic computer literacy and job related computer skills IT Delivery Approach – Demonstration community technology center (CTC) – Educational programs Adult basic computer education After-school program Internet access course Open computer access hours

Lessons Learned Poor women have different frameworks for ICT use Conventional resources are not enough “Have nots” are highly differentiated We need to partner with “have nots”

Lessons Learned Adjust ICT resources to users We need our most sophisticated technology skills Move beyond a model of that sees technology as the problem and solution We can’t address the digital divide from our technology use framework

Conceptualizing Digital Divides and Urban Inequalities Digital divide research is descriptive Lacks analysis of agency, power, and place Social Justice Framework: 1. Power and Inequality 2. Place and Scale 3. Technological Capital/Community Context

Model for Examining Urban Inequalities and Digital Divides AGENCY Technological Capacity Social Networks Social Networks Labor Markets Public Services Public Services Housing Markets Housing Markets Non-Profit Organizations Non-Profit Organizations Technological Capital Occupational Segregation By sex and race Occupational Segregation By sex and race Welfare State Restructuring Neoliberal Reform Welfare State Restructuring Neoliberal Reform Economic Restructuring Information Society Economic Restructuring Information Society Globalization Social Capital Residential History Job History Educational History Household Characteristics Daily Activity Patterns Library Work Church Education Home Leisure Social Services Shopping Child Care Constellation of Power Relations SCALE International National Regional Metropolitan Intra-Urban Community Neighborhood Individual

Conclusion Implications for Theory and Praxis Examination of empowerment related to people’s own ICT frameworks Treating marginalized ICT-users as full partners to develop technologies and policies. Interdisciplinarity and partnerships require new institutional frameworks

Trajectory of University- Community Partnerships in Philadelphia Center City Philadelphia North Philadelphia Partnership with Kensington Welfare Rights Union (KWRU) Installed one computer Assisted with data management ICT skills for members Students participated in summit Faculty co-organized workshop Partnership with Harrison Plaza Resident’s Association Demonstration CTC 4 Temple courses Educational programs 50 children and 25 adults Partnership with Harrison Plaza Resident’s Association Demonstration CTC 4 Temple courses Educational programs 50 children and 25 adults 11 th Street Corridor

Trajectory of University- Community Partnerships in Philadelphia Center City Philadelphia North Philadelphia Harrison Plaza Partnership Sites Temple Engineering Building Wanamaker Middle School APM Puertorriquenos en Marcha Harrison Plaza Elementary School Temple Medical School Edison HS William Penn HS Current Partnerships IT educational programs serving 250 families in six community setting locations and two Temple locations