Digital Equity in Canada: A Mixed Methodological Study of Digital Access, Digital Use and Digital Empowerment for Immigrants, Youth and Young Newcomer English Language Learners

Abstract

This sequential mixed-methodological study explores the complexities of Internet use in Canada for immigrants and young people, with a particular focus on the digital lives of English Language Learner (ELL) newcomer youth. Incorporating data from the 2020 Canadian Internet Use Survey (CIUS), online surveys, and interviews with five ELL newcomer participants, the research challenges the existing literature by revealing that immigrant status may no longer be a predictor of digital inequity. Analysis of variance (ANOVA) with CIUS data comparing immigrants and non-immigrants indicates that immigrants report more digital access, skills, and engagement in capital-enhancing activities online compared to their Canadian-born counterparts. A second ANOVA comparing younger Canadians with all other age groups showed significant age-related differences in mean index scores with statistically significant differences in terms of digital access, skills and engagement in capital-enhancing activities. In all cases, youth means were higher than means for all other age groups. The second phase of the research delves into the nuanced experiences of five ELL newcomer youth, highlighting their high levels of digital access and skills while underscoring their limited participation in advanced digital activities due to self-reported language proficiency and safety concerns online. This study emphasizes the necessity of probing beyond surface-level digital activities to comprehend underlying factors influencing digital experiences. This research study offers critical insights at both macro and micro levels that contribute to advancing knowledge, informing policy, and improving practices related to digital equity and the needs of ELL newcomers in Canada.