In the early 1930s, racial segregation was still dominant in the United States. As laws and regulations were changing to improve the lives of minorities, private lenders were simultaneously creating loopholes that would allow them to circumvent these very regulations meant to enforce the separate but equal doctrine from 1896. To ensure that minorities still received unequal treatment, lenders created a redline strategy as a tactical method of denying funding to minorities for homes. Although this practice was made illegal 20 years later, many of the affected neighborhoods were never able to overcome the poverty that had been established. Through the narrative stories and shared individual experience of 10 Black young adults, this qualitative study sought out to examine any potential inequities in access to digital technology centered around one or more facets of cultural or social identity, leading to a growing digital divide in education. Participant narratives provided insight as to whether a disproportion in the educational experience of Black individuals across different socioeconomic neighborhoods exists. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]