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<p>In the context of rapid digitalization and persistent structural inequality, persons with disabilities (PWDs) face a dual challenge: disparities in educational attainment and limited access to digital resources. While subjective relative deprivation (SRD) has been widely studied in the general population, its determinants among PWDs remain limited. Responding to growing concerns about digital inequality and perceived social exclusion, this study investigates the relationship between educational attainment, internet use, and SRD among PWDs in China. First, we conducted semi-structured interviews with PWDs to gain in-depth insights into their lived experiences and perceptions of SRD. Drawing on these narratives and relevant theoretical frameworks, we developed an exploratory, context-specific SRD scale tailored to this population, which was subsequently applied in a recent, large-scale, nationally representative survey of PWDs in China. Using regression models, KHB decomposition, and causal indirect-effect analysis, we examined both the direct and indirect effects of educational attainment on SRD, introducing internet use as an additional variable. Our findings reveal that higher levels of educational attainment are positively associated with greater SRD, suggesting a “paradox of progress” among PWDs. Moreover, more educated individuals are significantly more likely to use the internet, with greater frequency and across broader dimensions. Internet use plays a dual role in the education–SRD relationship. As a moderator, frequent internet use amplifies upward social comparisons, thereby increasing SRD. As a suppressor, internet use increases the direct effect of educational attainment on SRD and enhances its predictive validity. These dual mechanisms are robust across subgroups defined by urban–rural status, disability type, and birth cohort. Overall, the study highlights the complex role of internet use in shaping perceptions of inequality among PWDs. These findings underscore the need for digital inclusion policies that not only expand access to the internet for marginalized groups but also address the psychological stress and social comparison pressures that may arise from online engagement, particularly among highly educated individuals with disabilities.</p>

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Alleviating Feelings of Inequality: Educational Attainment, Internet Use, and Subjective Relative Deprivation Among Persons with Disabilities in China

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月7日

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  • Niuniu Cui,
  • Lei Zhang,
  • Deshan Chen,
  • Xiaodong Zhang,
  • Jinsi Wei,
  • Yao Xiao

摘要

In the context of rapid digitalization and persistent structural inequality, persons with disabilities (PWDs) face a dual challenge: disparities in educational attainment and limited access to digital resources. While subjective relative deprivation (SRD) has been widely studied in the general population, its determinants among PWDs remain limited. Responding to growing concerns about digital inequality and perceived social exclusion, this study investigates the relationship between educational attainment, internet use, and SRD among PWDs in China. First, we conducted semi-structured interviews with PWDs to gain in-depth insights into their lived experiences and perceptions of SRD. Drawing on these narratives and relevant theoretical frameworks, we developed an exploratory, context-specific SRD scale tailored to this population, which was subsequently applied in a recent, large-scale, nationally representative survey of PWDs in China. Using regression models, KHB decomposition, and causal indirect-effect analysis, we examined both the direct and indirect effects of educational attainment on SRD, introducing internet use as an additional variable. Our findings reveal that higher levels of educational attainment are positively associated with greater SRD, suggesting a “paradox of progress” among PWDs. Moreover, more educated individuals are significantly more likely to use the internet, with greater frequency and across broader dimensions. Internet use plays a dual role in the education–SRD relationship. As a moderator, frequent internet use amplifies upward social comparisons, thereby increasing SRD. As a suppressor, internet use increases the direct effect of educational attainment on SRD and enhances its predictive validity. These dual mechanisms are robust across subgroups defined by urban–rural status, disability type, and birth cohort. Overall, the study highlights the complex role of internet use in shaping perceptions of inequality among PWDs. These findings underscore the need for digital inclusion policies that not only expand access to the internet for marginalized groups but also address the psychological stress and social comparison pressures that may arise from online engagement, particularly among highly educated individuals with disabilities.