Culture, gender and information technology use: A comparison of Chinese and US children

  • Authors:

  • Linda A. Jackson;Yong Zhao;Wei Qiu;Anthony Kolenic, III;Hiram E. Fitzgerald;Rena Harold;Alexander von Eye

  • Affiliations:

  • Michigan State University, 308 Psychology, East Lansing, MI 48824, USA;Michigan State University, 308 Psychology, East Lansing, MI 48824, USA;Michigan State University, 308 Psychology, East Lansing, MI 48824, USA;Michigan State University, 308 Psychology, East Lansing, MI 48824, USA;Michigan State University, 308 Psychology, East Lansing, MI 48824, USA;Michigan State University, 308 Psychology, East Lansing, MI 48824, USA;Michigan State University, 308 Psychology, East Lansing, MI 48824, USA

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2008

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Abstract

This research addressed four basic questions about culture, gender and information technology (IT) use. First, are there differences between Chinese and US children in their computer and Internet use? Second, are there differences between Chinese and US children in their use of other technologies, namely, videogames and cell phones? Third, does gender moderate the influence of culture on the use of computers, the Internet and other technologies? Fourth, are there differences among subcultural groups within cultures in their IT use? Using samples of 600 Chinese and 600 US children whose average age was 12 years old, findings indicated cultural and gender differences in technology use as well as interactions between the two. US children used computers and the Internet more than did Chinese children, with Chinese females being the least intense users. Males played videogames more than did females, with US males playing more than did Chinese males. US females lead all other groups in cell phone use, whereas Chinese females were least likely to use them. Racial and ethnic group differences indicate that diversity within cultural groups among subcultures must be considered in understanding children's IT use. Implications of cultural, gender and subcultural group differences in technology use for equity in access to technology and educational interventions for children in the use of technology are discussed.