Differentiated parental roles in Chinese adolescents’ internet access and usage

Understanding adolescents’ internet behavior from the perspective of the digital divide is important for both educators and policy makers. On the basis of a national representative survey in China, this study reveals that access inequality has not disappeared completely among the young generation. While some conventional demographic determinants, such as gender and place of residence, no longer apply, families’ SES, particularly mothers’ educational attainment, is significantly associated with children’s internet access. In addition, three types of internet usage behaviors (i.e. studying, entertainment and social use) are distinguished in this study. Only fathers’ internet usage for educational purposes is found to be positively associated with adolescents’ internet usage for the same purpose. A novel explanation that integrates social learning theory and gender role theory is proposed to explain the finding that fathers, but not mothers, serve as role models for adolescents’ internet usage for educational purposes. Related policy suggestions are discussed. Empirical evidence on young people’s internet use is inconsistent, with limited research linking parents’ specific internet activities to their children's engagement. Even fewer studies differentiate the influences of fathers and mothers on their children’s online behaviors. This study shows that the access divide persists among the younger generation, with poor families still disadvantaged. Only fathers’ internet use for educational purposes positively correlates with adolescents' educational internet use. Affordable internet services should be subsidized for disadvantaged adolescents. Parents need information on how their internet behaviors affect their children and assistance in developing relevant parenting skills. Policies should also be gender-sensitive, considering the distinct roles of fathers and mothers.