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The Gender Digital Divide in Mobile Internet Use: Evidence, Explanations and Policy for the Global South

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Gender, Internet Use, and Covid-19 in the Global South

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Abstract

Most discussion of a gender gap in relation to the mobile Internet has focused on the differential access to this technology on the part of boys and men as against girls and women. But while this is undoubtedly an important component of a gender divide in mobile Internet technology, it ignores the possibility of a further divide, once access to the technology has been gained. Such a neglected divide has to do with the use of the mobile Internet, which determines its welfare effects on males and females. Until quite recently, however, the lack of survey data precluded such an analysis.

In fact, it is only in the last year or so that the data challenge has been taken up largely by the GSMA and published in the organization’s 2021 version of the Mobile Gender Gap Report. At both the regional and country levels, the results indicate that the gender use divide was generally apparent, though there were a few notable exceptions to it.

Among the possible reasons for this outcome, are the pervasiveness and strength of patriarchal norms and behaviour; the paucity of large-scale countervailing policies and the imperviousness to change of attitudes that favour males at school, in the home and in the labour market. Then too there are gendered differences in the learning process, having to do with sources of information and ways of mastering new skills.

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Notes

  1. 1.

    Conceptually, even by 2013, van Deursen and van Dijk, had pointed out a shift in the digital divide literature to differences in usage. Specifically, ‘In the past decade, attention in digital divide research has moved from inequalities of access, to digital skills and usage (van Deursen and van Dijk 2014).

  2. 2.

    According to one definition, a use-case is ‘An action that takes place between two entities, typically between the user and the computer. A use case may also be an event that takes place between two computers’ (Your Dictionary n.d.).

  3. 3.

    The JioPhone is virtually free in the sense that the deposit of Rs. 1500 is refundable after 3 years.

  4. 4.

    Smart feature phones have recently been introduced in Sub-Saharan Africa, with the assistance of major telecommunications operators such as MTN. The phones typically sell for around US$20, a price that is well below that of the average smart phone. See James (2020). But total sales of the device in the region are as yet unknown.

  5. 5.

    That is, that the gender digital divide shrinks as per capita income increases and vice versa.

  6. 6.

    Much of this too has roots in the influence of patriarchal norms and attitudes on the choice of subjects at the school and university levels.

  7. 7.

    As defined in footnote 2, for example.

  8. 8.

    See GSMA (2021).

  9. 9.

    According to the Web Foundation, for example, ‘Patriarchal attitudes are spilling over into the digital realm, presenting a socio-cultural challenge that is just as important to consider, as the technological changes we are witnessing’ (World Wide Web Foundation 2017, n.p.).

  10. 10.

    Technically, of course, the data are merely correlative, but the choice of causation seems more than likely to run in the direction indicated. Note too that Table 3.7 is concerned with access. Though this is different from skills, access makes skill increases more likely.

  11. 11.

    For a detailed discussion see Hartmann and Linn (2008). The smart feature phone in India discussed above, is one successful case of scaling up in India, where it has been adopted by tens of millions of mostly poor rural groups.

  12. 12.

    Provided partly by the sources cited above, such as UNESCO, UNICEF, WEB Foundation, OECD.

  13. 13.

    ‘This would need to be based on a broad definition of STEM, such as that it is a curriculum based on the idea of educating students in four specific disciplines—science, technology, engineering and mathematics—in interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications’ (Live Science 2014).

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James, J. (2022). The Gender Digital Divide in Mobile Internet Use: Evidence, Explanations and Policy for the Global South. In: Gender, Internet Use, and Covid-19 in the Global South. SpringerBriefs in Economics. Springer, Cham. https://doi.org/10.1007/978-3-031-15576-5_3

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  • DOI: https://doi.org/10.1007/978-3-031-15576-5_3

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