Exploring Emotional Ramifications of Digital Exclusion During Adolescence in the Midwest

Abstract: This research study examines how disparities in technological access during adolescence shape attitudes toward technology in early adulthood. Drawing on both survey responses and in-depth interviews from 12 participants who attended high school in either Muncie (Delaware County) or Indianapolis (Marion County), this research explores two guiding questions: the long-term impact of adolescent access on adult technological confidence, and the extent to which city size and geography influence that access. Thematic analysis reveals that early normalization of technology use fosters a perceived reliance and strengthens competency, while inconsistencies in school-provided resources and home environments create uneven foundations of digital literacy. Participants also described social pressures that linked technological participation to peer belonging, contributing to long-lasting emotional responses. Findings indicate that school-level resource disparities, rather than geography alone, play a more significant role in shaping technological habits and self-perception, underscoring the need for policy interventions that support equitable digital literacy development.

Tools Used: Qualtrics, Microsoft Excel