Abstract
In this study, by considering household, societal, and institutional contextual factors, we attempt to theorize the relationship between gender and digital divide with the help of social learning theory (SLT) and the literature on computer self-efficacy (CSE). Then, using a large-scale national representative sample data from India, we empirically evaluate these relationships. Our empirical analysis corroborates anecdotal evidence that gender-based digital divide exists and is severe. Caste, household size, marriage, and presence of digitally literate women in the family are found to be influencers of women’s CSE, which, in turn, impact gender-level digital divide.
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