What is the knowledge gap hypothesis? The knowledge gap hypothesizes that people with more education and higher incomes will easily acquire more knowledge than those with less education and lower incomes, increasing the gap between the information-poor and the information-rich.

Who is affected by this knowledge gap? While technology has made it more detrimental for individuals to obtain computers, individuals with lower economic status are still being left behind. Most lower income individuals cannot afford computers; therefore, they do not have access to them. Current research indicates that despite success, technological education needs are not being fully met among the African-American and Latino inner-city youth community. People of higher socioeconomic status are more likely to be exposed to certain types of information. This resulted in them generally gaining more informative knowledge than people in a lower status. The knowledge-rich are getting richer and the knowledge-poor are getting poorer. Info campaigns might need to choose different media to reach different audience sectors.

In my research I have found five possible reasons for a knowledge gap.

The clubhouse provides a variety of design tools from introductory paint programs (such as KidPix) to high-end animation tools (such as Director). Other software tools include digital music recording, editing, and mixing tools; desktop publishing tools; programming tools (such as Microworlds Logo); virtual-reality design tools for developing three-dimensional models on the computer screen; and construction kits for creating and controlling robotic machines (such as LEGO Control Lab). The clubhouse also serves as a test bed for new technologies under development at research universities and companies.

d. The mechanisms of selective exposure, acceptance, and retention might be operating.

Ever since the development of personal computers in the 1970’s, there has been growing concerns about inequities in access between technological haves and have-nots. Some groups have worked to close the gap by acquiring computers for inner-city schools. Others have opened community-access centers, where youth and adults alike from inner-city communities can use computers at little or no charge.

When visitors walk into the clubhouse, they are often amazed at the artistic creations and the technical abilities of clubhouse participants. But just as often, they are struck by how clubhouse youth interact with one another. The clubhouse approach puts a high priority on developing a culture of respect and trust. These values not only make the clubhouse an inviting place to spend time but are also essential for enabling clubhouse youths to try out new ideas, take risks, follow their interests, and develop fluency with new technologies.

In conclusion, we hope that programs like the computer clubhouse, the W.A.Y. Program, the Boys & Girls Clubhouse, the decrease in the price of computers, and the accessibility of computers to segments of population with lower socioeconomic status and inner-city youth, will eventually bridge the “knowledge gap” among them.

At the W.A.Y. Program I had the privileged of interviewing two participants and one staff member. I interviewed Ms. Mitchell, Program Director for the W.A.Y. Program. She informed me on how the program works and what the youth learn from this program. Ms. Mitchell stated how the youth are taken through various stages. First they are taught how to prepare a resume using the computer and how to conduct themselves on an interview. They are given a beginners course in computers. Then they are given paying jobs within three job sites; W.A.Y. Store, W.A.Y. Library, and the Computer After School Program. Once they start on one of the three paying jobs a bank account is established for them. Once a month their pay is put into their accounts.

Some topics in this essay:
Boston University, African-American Latino, Control Lab, Media Laboratory, Girls Clubhouse, Inner-City Youth, Boys Girls, Assistant Terrance, Spelling Bees, Program Denise, boys girls, knowledge gap, socioeconomic status, girls club, clubhouse participants, boys girls clubhouse, girls clubhouse, boys girls club, learning community, inner-city youth, people socioeconomic status, clubhouse youths, people socioeconomic, learning community people, community people adult,