Chapter 1: Digital Equity and its Role in the Digital Divide

Over the past two decades, educational leadership scholars have made significant contributions to our understanding of social justice (Adams, Bell, & Griffin, 1997; Applebaum, 2009; Bigelow, Christensen, Karp, Miner, & Peterson, 1994; Marshall & Oliva, 2006; Marshall & Ward, 2004). Important conceptual research suggests that a social justice orientation to educational leadership practice and research can address “how institutionalized theories, norms, and practices in schools and society lead to social, economic, and educational inequities” (Dantley & Tillman, 2006, p. 17). In response to a more equitable practice in urban schools, this chapter explores digital equity and its role in the digital divide, which have both garnered increased attention (Normore & Brooks, 2014; Marshall & Oliva, 2006).