Matt Rafalow
Matt Rafalow is a Sociologist (PhD, University of California-Irvine), a social scientist at Google, and a Visiting Scholar at UC-Berkeley’s Center for Science, Technology, Medicine & Society. At Google he leads a research program on live streaming experiences. Before working at Google he was an ethnographer for many years with the Connected Learning Research Network.
In his academic work, he primarily studies how youth/young adults adopt digital technologies with mind to social disparities (particularly with mind to race-ethnicity and social class). His largest project to date explored how digital technologies are taken up and evaluated in different educational contexts. For this study, he found that teachers draw on organization-level understandings of student race and class to construct students as either risky hackers or Steve Jobs potentials. Contrary to popular belief, digital technologies were not magic bullets to address educational inequities — rather, teachers adopted very similar technologies quite differently depending on the race and class of their student body.
His next project examines the rise of live streaming among both creators and observers, comparing and contrasting patterned uses of this new media format with sociological notions of participation in the public sphere.
Authored Publications
Google Publications
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Digital Divisions: How Schools Create Inequality in the Tech Era
University of Chicago Press (2020)
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In the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they’ve already acquired from the range of activities they participate in with peers online. Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body.
While teachers praise affluent White students for being “innovative” when they bring preexisting and sometimes disruptive tech skills into their classrooms, less affluent students of color do not receive such recognition for the same behavior. Digital skills exhibited by middle class, Asian American students render them “hackers,” while the creative digital skills of working-class, Latinx students are either ignored or earn them labels troublemakers. Rafalow finds in his study of three California middle schools that students of all backgrounds use digital technology with sophistication and creativity, but only the teachers in the school serving predominantly White, affluent students help translate the digital skills students develop through their digital play into educational capital. Digital Divisions provides an in-depth look at how teachers operate as gatekeepers for students’ potential, reacting differently according to the race and class of their student body. As a result, Rafalow shows us that the digital divide is much more than a matter of access: it’s about how schools perceive the value of digital technology and then use them day-to-day.
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Affinity Online: How Connection and Shared Interest Fuel Learning
Mizuko Ito
Crystle Martin
Rachel Cody Pfister
Katie Salen
Amanda Wortman
New York University Press, New York (2018)
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Boyband One Direction fanfiction writers, gamers who solve math problems together, Harry Potter fans who knit for a cause. Across subcultures and geographies, young fans have found each other and formed community online, learning from one another along the way. From these and other in-depth case studies of online affinity networks, Affinity Online considers how young people have found new opportunities for expanded learning in the digital age. These cases reveal the shared characteristics and unique cultures and practices of different online affinity networks, and how they support “connected learning”—learning that brings together youth interests, social activity, and accomplishment in civic, academic, and career relevant arenas. Although involvement in online communities is an established fixture of growing up in the networked age, participation in these spaces show how young people are actively taking up new media for their own engaged learning and social development.
While providing a wealth of positive examples for how the online world provides new opportunities for learning, the book also examines the ways in which these communities still reproduce inequalities based on gender, race, and socioeconomic status. The book concludes with a set of concrete suggestions for how the positive learning opportunities offered by online communities could be made available to more young people, at school and at home. Affinity Online explores how online practices and networks bridge the divide between in-school and out-of-school learning, finding that online affinity networks are creating new spaces of opportunity for realizing the ideals of connected learning.
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Disciplining Play: Digital Youth Culture as Capital at School
American Journal of Sociology, vol. 123 (2018), pp. 1416-1452
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Adults may still be catching up to digital age, but digital youth bring to school digital skills they learn from each other. Comparative ethnographic analysis of three middle schools that vary by student class and race reveals that students’ similar digital skills are differently transformed by teachers into cultural capital for achievement. Teachers effectively discipline students’ digital play but in different ways. At a school serving working-class Latino youth, students are told their digital expressions are irrelevant to learning; at a school with mostly middle-class Asian American youth, students’ digital expressions are seen as threats to their ability to succeed academically; and at a private school with mainly wealthy white youth, students’ digital skills are positioned as essential to school success. Insofar as digital competency represents a kind of cultural capital, the minority and working-class students also have that capital. But theirs is not translated into teacher-supported opportunities for achievement.
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