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The Closing Educational Gap in E-privacy Management in European Perspective
[journal article]
Abstract Educational gaps are increasingly salient as skills and knowledge gain prominence in digital societies. E-privacy management, namely, the ability to control the flow of information about the self, is an important asset nowadays, since a skillful use of digital technologies enables full participation... view more
Educational gaps are increasingly salient as skills and knowledge gain prominence in digital societies. E-privacy management, namely, the ability to control the flow of information about the self, is an important asset nowadays, since a skillful use of digital technologies enables full participation in social life and limits the exposure to unwarranted algorithmic processes. We investigate whether and why education affects e-privacy management, and whether the educational gaps vary following a country’s degree of digitalization. We empirically test two sets of mechanisms, one derived from the digital divide and diffusion of innovations theories and the other from the reflexive modernization theory. The study employs Eurobarometer 87.1 data (N = 21,177), collected in 2017 among representative samples from 28 European countries, and uses multilevel linear regression model. Findings suggest that the years spent in education positively affect e-privacy management, and that this effect is largely mediated by digital skills and Internet use, and to a lesser extent by a reflexive mind-set. The educational gap in e-privacy management narrows in more digitalized countries.... view less
Keywords
Eurobarometer; reflexivity; digital media; new media; data protection; competence; level of education; knowledge gap
Classification
Interactive, electronic Media
Media Pedagogics
Free Keywords
diffusion of innovations; digital divide; e-privacy; educational gaps; Eurobarometer 87.1 (2017) (ZA6861 v1.2.0)
Document language
English
Publication Year
2021
Page/Pages
p. 37-57
Journal
Sociological Research Online, 28 (2021) 1
DOI
https://doi.org/10.1177/13607804211023524
ISSN
1360-7804
Status
Published Version; peer reviewed