2026-05-31T05:13:15Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

652894b576188863484e17b941bb4fb2b12f794938cd4eb1059dc3b83553a5f2 2025-10-01T03:06:54Z language:enopenaire_data

DDI study level documentation for study 10.7802/2877 The development of ICT skills in adolescence at the intersection of gender and family background The development of ICT skills in adolescence at the intersection of gender and family background The development of ICT skills in adolescence at the intersection of gender and family background 10.7802/287710.7802/287710.7802/287710.7802/2877 Wicht, Alexandra Wicht, Alexandra Kleinert, Corinna Kleinert, Corinna GESIS Data Archive for the Social SciencesGESIS Datenarchiv für Sozialwissenschaften geschlechtsspezifische Faktorengeschlechtsspezifische Sozialisationsozioökonomische FaktorenKompetenzInformationstechnikgeschlechtsspezifische Faktorengeschlechtsspezifische Sozialisationsozioökonomische FaktorenKompetenzInformationstechnik Based on the data and the syntax files, the results reported in the cited article can be replicated. <u>Abstract of the journal article: </u> We examine how gender and family background impact adolescents’ information and communications technology (ICT) skills, defined as the ability to effectively interact with digital technologies and to use them as a tool to process information. Using objective assessment data from the National Educational Panel Study Starting Cohort Grade 9 (NEPS-SC4), which includes 8828 students in non-academic and 5309 in academic tracks in German secondary schools, we analyzed ICT skills in grade 9, with follow-up data in grade 12 for students in academic tracks. Results reveal a gender gap favoring males in both tracks in grade 9, which widens in grade 12 among academic track students. In academic schools, gender and social background interact in affecting ICT skills, with no gender differences among socially privileged students. In non-academic schools, gender differences persist in grade 9, regardless of family background. Concerning skill growth in academic schools, the gender gap disappears for students with higher economic capital. In sum, these results suggest that in academic schools, more privileged students experience more gender-egalitarian socialization.Based on the data and the syntax files, the results reported in the cited article can be replicated. <u>Abstract of the journal article: </u> We examine how gender and family background impact adolescents’ information and communications technology (ICT) skills, defined as the ability to effectively interact with digital technologies and to use them as a tool to process information. Using objective assessment data from the National Educational Panel Study Starting Cohort Grade 9 (NEPS-SC4), which includes 8828 students in non-academic and 5309 in academic tracks in German secondary schools, we analyzed ICT skills in grade 9, with follow-up data in grade 12 for students in academic tracks. Results reveal a gender gap favoring males in both tracks in grade 9, which widens in grade 12 among academic track students. In academic schools, gender and social background interact in affecting ICT skills, with no gender differences among socially privileged students. In non-academic schools, gender differences persist in grade 9, regardless of family background. Concerning skill growth in academic schools, the gender gap disappears for students with higher economic capital. In sum, these results suggest that in academic schools, more privileged students experience more gender-egalitarian socialization. DeutschlandDeutschland Students attending academic and non-academic schools, National Educational Panel Study Starting Cohort Grade 9 (NEPS-SC4) Längsschnitt (Panelstudie)Längsschnitt (Panelstudie) Free access (without registration) - The research data can be downloaded directly by anyone without further limitations.Freier Zugang (ohne Registrierung) - Die Forschungsdaten können von jedem direkt heruntergeladen werden. http://dbkapps.gesis.org/dbkoai/oai.asp oai:dbk.gesis.org:SDN/10.7802_2877 2025-05-15 ddi:codebook:2_5