Article Review #1: Challenges Faced by Those With Limited English Proficiency and Their Connection to Cybersecurity and the Social Sciences
Introduction
Spreading knowledge and awareness about cybersecurity and the required measures to safeguard oneself is highly beneficial in increasing defense to common threats. However, this information can often be difficult to disseminate, with certain groups remaining harder to reach than others. Some of these groups include those who speak separate languages from those used by educators and professionals. The article “The Need for a Cybersecurity Education Program for Internet Users with Limited English Proficiency: Results from a Pilot Study” offers a preliminary exploration into the experiences these groups have had with cybercrime and basic cybersecurity education. This study, of course, along with its related topics, bear a strong connection to many of the principles of the social sciences, current course concepts, and the challenges faced by certain marginalized groups. The information that can be gleaned from this article further highlights the need for cybersecurity education directed at a wider audience.
Questions, Methods, and Analysis of the Study
The study found within “The Need for a Cybersecurity Education Program for Internet Users with Limited English Proficiency” sought to answer several questions. A primary goal was to research how widespread cybercrime targeting those with a limited understanding of English is, given the fact that there is little way for these individuals to report any potential victimization (Ngo et al., 2024, p. 6). The study also looked into whether currently available materials for these individuals are adequate, as much of the information about cybersecurity in the United States is exclusively available in English, as well as whether risky behaviors, such as having poor passwords or sharing passwords, could be prevented among these groups through easier access to educational resources (Ngo et al., 2024, p. 7). Though no specific hypothesis was mentioned, the article provided reasoning that victimization for those who have limited English proficiency may not be uncommon, given the difficulties they are likely to face in effectively preventing and responding to cybercrime (Ngo et al., 2024, p. 6). The main method the study employed was a set of surveys given to a small group of Vietnamese and Hispanic or Latino Americans with little understanding of English, totalling 24 individuals, focusing on their past victimization and current behaviors (Ngo et al., 2024, p. 9). Several presentations in their respective language were then shown, educating the participants about various topics related to the Internet, cybersecurity, and the appropriate behaviors to remain safe, with participants being given the chance to rate each presentation after its conclusion (Ngo et al., 2024, p. 9). These were followed by another survey, as well as discussions with the participants, including talks about the adequacy of the information presented and the materials these individuals had access to outside of the study (Ngo et al., 2024, p. 9). The study produced some notable data, which naturally led to a handful of important conclusions. The researchers found that many participants had a system become infected by a virus, had an online account that was compromised, or were the victim of another type of cybercrime within the twelve months prior to the study, and that most engaged in at least some unsafe behaviors while using their devices (Ngo et al., 2024, p. 11-14). They also found that, after being afforded access to proper education surrounding the ways individuals could protect themselves from cybercrime, most expressed an interest in adopting safer behaviors (Ngo et al., 2024, p. 14). Further, during the discussions following the presentations, numerous individuals shared that current resources available to the public were insufficient in helping them to protect against cybercrime (Ngo et al., 2024, p. 15). Though a limited number of people were examined, they are likely to reflect the larger population of non-English speakers to at least some extent. Thus, the study’s analysis indicates a few things about the population of those with limited English proficiency in the United States. For one, cybercrime victimization within these groups is fairly common (Ngo et al., 2024, p. 16). Further, there are too few effective resources within the reach of these individuals to mitigate their vulnerabilities (Ngo et al., 2024, p. 16). Lastly, and perhaps most importantly, providing educational materials related to cybersecurity to these groups can make a significant impact in their overall protection from cybercrime (Ngo et al., 2024, p. 16).
Connection to Social Science Principles
As one might expect, the article itself and its conclusions are strongly related to several core principles within the social sciences. Relativism, for example, is connected to the topic of the article in that the actions of one group or system can benefit or harm another. The lack of educational resources about technology and cybersecurity among those who do not understand English may directly lead to their inability to engage in safe behaviors. The principle of determinism is also highly relevant here, as one possible cause of risky behavior online is a lack of knowledge about the harm it might cause to oneself and others. The lack of knowledge is at least partially enabled by societal factors outside the control of the individual. Better informing these groups can allow them to make better decisions about their safety when using network-enabled devices. The principles of empiricism and ethical neutrality, too, are important to the way the study was actually conducted. This study, through measuring the effects that accessible resources had, determined that improving communication with those who have limited or no understanding of English allowed them to take measures to defend themselves from cyber threats. The availability of information about potential security measures encouraged them to take precautions when using computer systems, likely increasing the security of their systems and reducing their vulnerability to malware and cyberattacks. It is important that conclusions such as these are generated from evidence, rather than being solely based around subjective factors. Additionally, the researchers ensured that no recordings of the participants themselves were created, as to protect them from any negative consequences of discussing their personal circumstances, demonstrating the principle of ethical neutrality (Ngo et al., 2024, p. 9).
Connections to Other Course Concepts and the Concerns of Marginalized Groups
The article also bears a relation to several other concepts in this course, beyond the principles of the social sciences. Perhaps the most obvious connection is that a survey about behavior was the primary method employed by the study, which was discussed as a commonly used method of research in cybersecurity and the social sciences as a whole. The survey, and subsequent discussion, provided information that would likely have been highly difficult to attain in any other way. Psychological behavioral theories are pertinent, as well, with the study displaying that certain behaviors to protect oneself must be learned. The idea of victim precipitation is applicable in a similar way. Those who do not possess the knowledge or skills necessary to keep themselves safe engage in risky behaviors, perhaps unknowingly, and put themselves at risk of victimization as a result. The idea of human factors, too, can provide important insight into this issue, at least tangentially. This is because not everyone is capable of the same things, especially relevant here in the case of reading ability. As some people are unable to make use of existing resources, perhaps some educational materials focused on visual information, rather than textual information, may be helpful. Further, a lack of diversity within the field of cybersecurity, as discussed in the course, may be partially responsible for preventing effective steps from being taken to protect these groups, as there may be few individuals who would recognize the problem or have a familiarity with it. Just as the article is strongly connected to current course concepts, it also bears a strong relationship to the concerns of marginalized groups, in this case a particularly disadvantaged subset of ethnic minorities. Clearly, there has been a lack of effort in spreading knowledge about cybersecurity to these groups, making them more vulnerable to threats than they would otherwise be. Increasing the effort put into making basic cybersecurity education available in a variety of languages would allow a wider group of individuals to take the necessary steps to protect themselves online. This may also open up the discipline to others who may provide unique perspectives on the issues we may face, and solutions to mitigate them, even if they are not necessarily cybersecurity professionals themselves. The economic harm cybercrime can cause to those with a limited understanding of English is of particular concern, as well, given the fact that many within these groups are often already disadvantaged. Damage from cybercrime, then, might cause more harm to this group than many others. This is especially important given the little recourse these individuals have when they are the target of cybercrime. Certainly, countless individuals would benefit by diminishing the impact of language barriers on basic cybersecurity education.
Conclusion
“The Need for a Cybersecurity Education Program for Internet Users with Limited English Proficiency,” as an initial look into the relationship those with a limited knowledge of English have with cybercrime, offers a significant amount of valuable insight, and several potential contributions to society. The article offers multiple recommendations when providing those who do not speak English with effective resources, such as a webpage where individuals could both learn about cybercrime and report incidents (Ngo et al., 2024, p. 16). Projects such as these could, of course, prevent significant harm from being caused by malware, social engineering attempts, and numerous other forms of cybercrime. The benefits of such efforts could extend to all groups reliant on the security of their computer systems and networks, as well. The success of cybercriminals in accessing even a single person’s device could lead to wider economic damages, the personal data of others being compromised, or the device being used as a part of a botnet. Consequently, the effects of these sorts of efforts would likely extend beyond those that directly benefit from them. Perhaps most importantly, the article brings to light an area that should be explored further by cybersecurity researchers. Not only does the article identify an overlooked community of individuals in cybersecurity education, it simultaneously provides a better understanding of the vulnerability of these groups. If this study’s sample is at all representative of the larger whole of those with limited English proficiency, many remain particularly vulnerable to threats present online, made worse by their limited capacity to report incidents that do occur. Given that very little research has been done in examining the risks and victimization experienced by those with a limited understanding of English, future in-depth studies in this area could be a significant boon for cybersecurity professionals. If any of the ideas found within this study were to be applied, it is certainly possible that it could push cybersecurity, as a discipline, to be more inclusive.
Reference
Ngo, F. T., Deryol, R., Turnbull, B., & Drobisz, J. (2024). The need for a cybersecurity education program for internet Users with limited English proficiency: Results from a pilot study. International Journal of Cybersecurity Intelligence and Cybercrime, 7(1). Retrieved February 15, 2025, from https://vc.bridgew.edu/cgi/viewcontent.cgi?article=1160&context=ijcic
Article Review #2: Cyberbullying Among LGBTQ+ Students in Thailand and its Relation to Cybersecurity and the Social Sciences
Introduction
Cyberbullying is becoming an increasingly important issue, given the rising popularity of social media platforms, and the widespread use of communication over the Internet, in general. This seems to be particularly harmful to certain groups, whose size and attributes make them especially vulnerable to the actions of cyberbullies. One such group is the LGBTQ+ community. The article “LGBTQ Cyberbullying on Online Learning Platforms Among University Students” examines cyberbullying among these individuals and its causes. Notable connections can be drawn between this study and aspects of the social sciences discussed in this course. Of particular note, of course, is its relation to the concerns of queer individuals, the primary interest of the study as a whole. The insights generated from this study could allow both individuals and groups, such as universities, to help mitigate cyberbullying and its effects among LGBTQ+ students or other marginalized groups.
The Study’s Hypotheses, Methods, and Analysis
“LGBTQ Cyberbullying on Online Learning Platforms Among University Students” attempted to examine numerous research questions and hypotheses related to cyberbullying among LBGTQ+ students, the main focus of these being the factors which influence this cyberbullying. The article posits that personal characteristics, such as the gender and psychological attributes of the students, affect other situational factors, their behavior on the online learning platform, and the degree to which cyberbullying occurs (Suanpang et al., 2021, p. 65-67). The article additionally suggests that situational and environmental factors may alter their behavior within online learning platforms in a significant way, and that both situational and environmental factors, along with the behavior of these students on learning platforms, impacts the level at which cyberbullying occurs (Suanpang et al., 2021, p. 65-66). These ideas form the six hypotheses of the article, stating that each of these factors are relevant to the end result of cyberbullying among queer students, with the study seeking to prove or disprove these assertions. Data related to the identified contributing factors was collected via a questionnaire, or survey, given to 400 students in Thailand (Suanpang et al., 2021, p. 67). The majority of these individuals were female, making up about three quarters of the sample (Suanpang et al., 2021, p. 67). Most frequently used social media, as well (Suanpang et al., 2021, p. 67). Though over half had not experienced cyberbullying, 8.5% of the students in the study expressed that cyberbullying directed at them was a frequent occurrence (Suanpang et al., 2021, p. 67). The data acquired was then analyzed using a structural equation model in order to determine the relationships between each of the variables, including those related to the personal characteristics of the students, the environment they found themselves in, their behavior within online learning spaces, and the outcome of cyberbullying (Suanpang et al., 2021, p. 67). Some notable conclusions followed the analysis of this data within the study, which largely supported the hypotheses, in that the factors identified bore significant connections to one another, overall. Personal characteristics did, in fact, have a significant impact on situational factors, online learning behavior, and cyberbullying, though cyberbullying was only influenced indirectly (Suanpang et al., 2021, p. 68). Similarly, situational factors could influence behavior on learning platforms directly, and indirectly impacted cyberbullying (Suanpang et al., 2021, p. 69). Finally, as one might expect, learning platform behaviors were found to directly relate to the outcome of cyberbullying (Suanpang et al., 2021, p. 69). This demonstrates that each of these factors play a role in influencing cyberbullying, to some degree. LGBTQ+ individuals, therefore, may be a greater target of this harassment due to their gender or sexuality and other factors that stem from this, where others might not face the same harassment.
Connections to Social Science Principles and Other Course Concepts
Naturally, this study is closely related to many topics discussed in this course, including the principles of the social sciences. One such principle is relativism. The educational and social systems, for example, are closely linked. The article sought to examine how one’s educational environment might encourage or discourage cyberbullying among these students, given this fact, finding that learning environments and the relationship between students and faculty played a role in the occurrence of cyberbullying. Determinism is also highly pertinent to the article, as it allows researchers to attribute cyberbullying to outside factors. While there may be an element of human choice to cyberbullying, there remain external factors that can influence it, which are of particular interest to the study. Different characteristics of individuals and their environments may cause certain behaviors, such as cyberbullying, to become more or less likely to happen. The principle of empiricism is relevant here, as well, as largely objective research methods were used to determine what factors most influenced cyberbullying among LGBTQ+ university students, rather than relying on conjecture. While some conclusions generated may be naturally intuitive, it is incredibly important that these claims are supported by real-world, verifiable evidence. Otherwise, the possibility exists for the conclusions generated by the study to be inaccurate, and thus largely unusable. There are several connections to course concepts beyond these principles, too. Of course, a survey was used to determine the experiences students had with cyberbullying. This is a relatively common method employed within some social sciences in order to glean information from individuals, giving researchers the ability to learn personalized and contextual information that would be difficult to obtain through most other methods. There also exist multiple connections to social systems. Peer networks and schools, as social systems, might be influenced by, or exert an influence on, the interactions that take place within them. Colleges or other schools, for example, might discourage cyberbullying by offering resources for individuals to report or otherwise deal with cyberbullies, among other possible steps, or encourage this behavior through inaction. The use of social media, as brought up in the article, is another connection to concepts discussed in the course. Cyberbullying can often occur through social media platforms. These websites or applications allow instant messages to be sent to victims and can allow falsehoods to be spread rather easily, in many cases. This is particularly relevant to university students who, as the study puts forth, tended to frequently use these applications, perhaps due to their younger age (Suanpang et al., 2021, p. 67). Further, this article is connected to course concepts in that social forces can influence cyberbullies. LGBTQ+ individuals are frequently the target of hateful rhetoric in the current political, social, and media landscape, which may fuel further cyberbullying directed at these individuals. Given the importance of the social sciences to issues such as cyberbullying, it is unsurprising that numerous connections can be drawn between the two.
Connections to the Concerns of Marginalized Groups
The problems and concerns of marginalized groups, in this case LGBTQ+ individuals, are related just as clearly to this article, if not more so, than these course concepts. Needless to say, the main focus of “LGBTQ Cyberbullying on Online Learning Platforms Among University Students” is about cyberbullying aimed at these people. Cyberbullying and other forms of hostility towards queer individuals can cause significant emotional or physical harm, and is therefore a serious issue. One aspect of the study relating to this is its discussion of the extent that cyberbullying occurs within university platforms. Though most students surveyed did not experience cyberbullying on a regular basis, an arguably significant portion of the students, at 8.5%, did (Suanpang et al., 2021, p. 67). This helps to demonstrate that cyberbullying is a real issue that affects a high number of people, perhaps allowing better support for these individuals in dealing with the damaging effects cyberbullying can cause, particularly among LGBTQ+ individuals. Beyond this, the study might also help to gain a better understanding of certain factors which influence these behaviors. Clearly, the landscape of learning institutions can play a major role in the prevalence of cyberbullying directed at marginalized groups and others. Gaining a better understanding of this could enable institutions to reduce the frequency of cyberbullying against queer individuals, such as by building inclusive environments where students and others are respected.
Conclusion
“LGBTQ Cyberbullying on Online Learning Platforms Among University Students” provides several key insights, and helps to fill in gaps in existing literature. There are limited studies of cyberbullying directed at LGBTQ+ individuals, particularly in university settings, as mentioned in the article (Suanpang et al., 2021, p. 63). As such, the findings of this article could help both students and faculty of these institutions better address cyberbullying and the myriad of harmful effects on victims of it. In addition, this article helps to provide a more global perspective on cyberbullying directed at LGBTQ+ individuals, given that the study took place in Thailand. As such, it serves as an insightful look into how cyberbullying may vary across different countries and cultures. Even if the exact circumstances are not identical, though, some information gleaned from this study could be applied beyond universities in Thailand, such as those in Western countries, and possibly to wider contexts beyond universities in general. The fact that cyberbullying occurs at all, of course, is a significant issue that likely merits more research and action. Still, this study lays out a strong foundation that could be expanded upon through wider research.
Reference
Suanpang, P., Dongjit, J., Netwong, T., & Pothipasa, P. (2021). LGBTQ cyberbullying on online learning platforms among university students. International Journal of Cyber Criminology, 15(2), 60–76. https://cybercrimejournal.com/menuscript/index.php/cybercrimejournal/article/view/15/6