According to security experts, cybersecurity education and awareness at the user level are key in combating cybercrime. Hence, in the U.S., cybersecurity and Internet safety workshops, classes, and resources targeting children, adolescents, adults, and senior citizens abound. However, most cybercrime prevention programs are only available in English, thus, ignoring a substantial proportion of Internet users and potential cybercrime victims—Internet users with limited English proficiency (LEP). Yet, successfully combating cybercrime requires that all computer and Internet users, regardless of their language abilities and skills, have access to pertinent cybersecurity information and resources to protect themselves online. This paper presents the results of a pilot study designed to explore participants’ experiences with cybercrime and changes in cyber safety behavior, after being exposed to cybersecurity information and Internet safety resources, among a sample of Spanish- and Vietnamese-speaking computer users. Findings from three focus groups (two Spanish and one Vietnamese) reveal the piloted study yields promising results. Recommendations are presented to develop an educational curriculum on cybersecurity and Internet safety for the LEP population.

Note on the Author(s)

Fawn T. Ngo is an Associate Professor of Criminology. Her research interests include criminological theory, causes and consequences of online and offline victimization, cybercrime prevention, and evaluative research. Her work has appeared in the Journal of Research in Crime and Delinquency, Justice Quarterly, Crime and Delinquency, Journal of Criminal Justice, and Victims & Offenders.

Rustu Deryol is an Assistant Professor of Criminology. His research focuses on victimization, environmental criminology, and crime prevention at both micro and macro levels. Some of his research has been published in Justice Quarterly, Victims & Offenders, Crime & Delinquency, and the Journal of Quantitative Criminology.

Brian Turnbull is an Assistant Professor of Instruction in the Department of Sociology and Interdisciplinary Social Sciences with interdisciplinary interests in social change, political sociology, and qualitative methodology. His work has appeared in Politics and Gender, Qualitative Research, and Journal of Human Rights.

Jack Drobisz is a REDCap Architect & Senior Data Analyst in the College of Behavioral and Community Sciences. His interests include research on eBooks to improve literacy among struggling readers, situational interest, cognitive load, and Second Language Learners.