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Digital redlining: the relevance of 20th century housing policy to 21st century broadband access and education

Despite its increasing importance for educational practices, broadband is not equally accessible among all students. In addition to oft-noted last-mile barriers faced by rural students, there can be wide variation in in-home access between proximate urban and suburban neighborhoods ostensibly covered by the same telecommunications infrastructure. In this paper, we investigate the connection between these disparities and earlier redlining practices by spatially joining two current measures of broadband access with Depression-era residential security maps that graded neighborhoods for real estate investment risk from “Best” to “Hazardous” based in part on racist and classist beliefs. We find evidence that despite internet service providers reporting similar technological availability across neighborhoods, access to broadband in the home generally decreases in tandem with historic neighborhood risk classification. We further find differences in in-home broadband access by race/ethnicity and income level, both across and within neighborhood grades. Our results demonstrate how federally developed housing policies from the prior century remain relevant to the current digital divide and should be considered in discussions of educational policies that require broadband access for success.

Keywords
redlining, broadband access, digital divide, educational access, HOLC
Education level
Document Object Identifier (DOI)
10.26300/q9av-9c93

EdWorkingPaper suggested citation:

Skinner, Benjamin, Hazel Levy, and Taylor Burtch. (). Digital redlining: the relevance of 20th century housing policy to 21st century broadband access and education. (EdWorkingPaper: 21-471). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/q9av-9c93

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