By Gregory Porumbescu, Canyu Gao, and Mattia Caldarulo
The widespread adoption of hybrid work models and the emergence of new information technology solutions are emphasizing the need for individuals to develop internet skills to effectively participate in an increasingly digitalized world. Recent socio-technological changes, driven by the widespread adoption of hybrid work models and the emergence of new information technology solutions, underscore the importance for individuals to develop internet skills that enable them to effectively participate in an increasingly digitalized world.
This latest report explores the effects of broadband availability on perceived digital skills and the moderating role of education. Drawing on psychological theories and broadband scholarship, we integrate a 2022 survey of New Jersey residents conducted by the Eagleton Center for Public Interest Polling (ECPIP) and the “U.S. Broadband Usage Percentages Dataset” provided by Microsoft. Additionally, we merge data on self-reported digital skills and broadband access with administrative and political data from the MIT Election Data + Science Lab, the U.S. Census Bureau, and the U.S. Department of Commerce’s Bureau of Economic Analysis. These supplemental data sets are used as control variables. To model relationships between independent, moderator, and dependent variables, we use hierarchical linear modeling (HLM) with random intercepts.
The results show that broadband availability has a negative effect on individual self-perceived digital skills. Moreover, we further show that the strength of this relationship differs significantly according to one’s level of education; the relationship is weakest for those with high levels of education and strongest for those with low levels of education. In short, the lower one’s education, the more negative the relationship between broadband access and self-reported digital skills. Findings inform policy recommendations regarding addressing the digital skills divide.
