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Place, and a Future  \nby Rebecca A. London, Manuel Pastor, Jr., and Rachel Rosner  \n“Success is helping students to carry on skills… [and] feel they have a place in the community, and that it is within their power to change issues in their lives and community.” —Staff member, Bresee Foundation  \nThe so-called “digital divide”—unequal access to information technology—is one of many social inequalities faced by individuals who are low-income, ethnic minorities, or immigrants. Surprisingly, the digital  \ndivide is even larger for young people than it is for adults, with African-American and Latino young people, as well as immigrants of almost any non-Asian ethnicity, having considerably less access to computers and the Internet in the home than do their white, Asian, or native counterparts (Fairlie, 2006) . Because information technology (IT) is increasingly necessary to participate in critical aspects of society, such as education, the labor market, and government, limited access to IT can further disadvantage those who are already on the margin.  \nFifty-four percent of immigrant youth, for example, have a computer at home, compared to 75 per-  \nREBECCA LONDON is director of Research at the John W. Gardner Center for Youth and Their Communities at Stanford University. Her research concentrates on disadvantaged youth and families, with an emphasis on the role of community interventions in promoting positive youth development. She also focuses on the effects of federal, state, and local policies on family and youth outcomes, including most recently an analysis of employment and health insurance volatility for working families. She is a fellow at the National Poverty Center at the University of Michigan. Her research has been funded by the David and Lucile Packard Foundation, the Spencer Foundation, the W. T. Grant Foundation, the Community Technology Foundation of California, and others.  \nMANUEL PASTOR, JR., is a professor of Geography and American Studies and Ethnicity at the University of Southern California and founding director of the Center for Justice, Tolerance, and Community at the University of California, Santa Cruz. His research focuses on issues of environmental justice, regional inclusion, and lowincome communities. He has received numerous grants and fellow-  \nships. His most recent book, co-authored with Chris Benner and Laura Leete, is Staircases or Treadmills: Labor Market Intermediaries and Economic Opportunity in a Changing Economy (Russell Sage, 2007) . He is co-author, with Angela Glover Blackwell and Stewart Kwoh, of Searching for the Uncommon Common Ground: New Dimensions on Race in America (Norton, 2002) .  \nRACHEL ROSNER is a research associate at the Center for Justice, Tolerance, and Community at the University of California, Santa Cruz. She is also an associate with Matrix Consulting, a technical assistance group that works with diverse community-based organizations in areas including facilitation, cultural competency, organizational development, and assessment. She served as the associate director for the Center’s Social Change Across Borders, an institute that brought together Latino and Latin American community leaders for collaboration and training around issues of transnational organizing. She has a background in community and regional development with a master’s in Public Policy and Administration from the University of Wisconsin, Madison.  \ncent of native youth (Figure 1) . Similar disparities exist for home Internet access generally and for high-speed access specifically. Latino immigrants are especially disadvantaged relative to other immigrant and native groups, with just 36 percent having a computer at home. Even these statistics do not tell the whole story, as they mask important disparities within ethnic groups. For instance, Mexicans have even less access at home than do ","cbCaivVPCKchVYBN","https://ap.wps.com/l/cbCaivVPCKchVYBN","pdf",1284341,11,"English","# Digital inequality and the digital divide\n## Access to computers and internet in homes\n# Technology-enriched afterschool support\n## Community technology centers and reduced restrictions\n## Afterschool hours and youth development\n# Skills, literacy, and civic engagement","[{\"question\":\"Why does limited access to information technology disadvantage immigrant youth further?\",\"answer\":\"Because participation in education, the labor market, and government increasingly depends on information technology, limited access deepens existing marginalization.\"},{\"question\":\"How does the document describe differences in home computer and internet access?\",\"answer\":\"It states that the digital divide is larger for young people than adults and that immigrant and non-Asian youth groups have considerably less home access than white, Asian, or native counterparts.\"},{\"question\":\"What roles do community technology centers and afterschool programs play beyond providing devices?\",\"answer\":\"They offer a supportive learning environment, fewer restrictions than many school or library labs, and afterschool engagement that supports social, emotional, creative, and cognitive development, including civic engagement and leadership.\"}]","How Technology-Enriched Afterschool Programs Help Immigrant Youth Find a Voice, a Place, and a Future | PDF",1792069734,28]