Publications and Research
Document Type
Article
Publication Date
Fall 10-5-2025
Abstract
This theoretical article examines how belongingness, defined as the sense that one’s participation is legitimate and valued, interacts with cultural value orientations to help explain persistent disparities in U.S. technology engagement, including emerging technologies, across racial and ethnic groups. While structural barriers (e.g., racism, poverty, linguistic bias, etc.) remain essential to understanding such inequity, we argue that engagement patterns in technology also reflect how different cultural communities may define and experience belongingness in relation to digital domains. Drawing on Triandis and Gelfand’s framework, and focusing specifically on educational contexts, we propose the Belongingness through Cultural Value Alignment (BCVA) model, whereby belongingness serves as a catalyst between cultural value orientations and technology engagement, with vertical collectivism deriving belongingness primarily through structured skill development and validation while horizontal collectivism focusing instead on belonging based on community integration. When technological environments value practices that are consistent with vertical collectivist norms, individuals from horizontal collectivist cultures may experience cultural misalignment not from disinterest in technology or exclusionary efforts but, instead, because dominant engagement modes conflict with their familiar frameworks for fostering a sense of belonging. By examining how cultural value orientations mediate the sense of belonging in contexts involving modern technologies, the proposed perspective offers a novel framework for understanding why access alone may have proven insufficient to address technological participation gaps, and suggests directions for creating technology spaces where individuals from a wider range of communities can experience the authentic sense of belonging.
Included in
Education Commons, Multicultural Psychology Commons, Race and Ethnicity Commons, Social and Cultural Anthropology Commons, Social Psychology Commons, Sociology of Culture Commons
Comments
https://doi.org/10.3390/bs15101358
Supported by the CUNY Central Office Research Grant to the Computing & Cognition Collaborative (C3), led by the first author, as part of the Computing Integrated Teacher Education (CITE) Initiative.