Technology and Gender Differences:
Competency 5.01
Kristin Hokanson
Introduction
According to Sharon Schuster, past president of the American Association of University Women Educational Foundation, there is "clear evidence that girls and women lag in interest and participation" in the use of technology. (Starr, 2000) This topic hits home for me personally as a woman in the field and mother of 2 girls it was interesting to discover that while girls are narrowing the gender gap in science and math the same does not hold true with technology (Eck, et al., 1999). 52% of the females surveyed were more likely to consider themselves less computer literate than their male counterparts and 40% of the same females also felt that it would be more difficult for them to handle higher level technology courses. Yet at the same time, the authors noted that female students surveyed felt that they did receive support in using computers and were encouraged by their teachers.
Why Do Gender Differences Persist?
Gender equity means using technology proactively, interpreting the information that technology makes available, understanding design concepts, and being a lifelong learner of technology. The main gender differences related to greater confidence among males and the perception of computers as a male domain supported by males and rejected by females (Young, 2001). In addition, American Association of University Women discovered that girls find programming classes tedious, computer games redundant and violent, and computer careers uninspiring. (AAUW, 2000). From an early age, females are characterized as being more comfortable interacting with people, rather than machines whereas boy’s activities often involve objects (cars, construction, weapons and tools). Software games targeted to youngsters enforce these stereotypes, giving boys war, conflict, and destruction, while girls get fashion, horses and shopping. I find this to be quite true with my own children.
It has been found that women are more interpersonally oriented than are men and that men are more information/task oriented than are women. Females tend to use e-mail more than males, and that males tend to use the Web more than would females (Jackson et al, 2001) Girls tend to operate more on the surface of technology, whereas boys get back into construction mode and delve into the inner machinery and processes, using technology as a problem-solving tool more so than the opposite sex.
How Do We Reduce the Gap?
The secret to increasing females in technology is not to "fix" the girls but to make the technology classroom and profession more appealing to girls (Shanahan, 2006). The first goal is to broaden girls’ encounters with technology and create a more inclusive computer culture. Starr suggests the following recommendations. The first step is to infuse technology across disciplines and subject areas by choosing engaging and relevant topics and activities. Then it will be possible to develop content applications that use technology for teaching specific subjects. In addition, one should elect multilevel software (with both male and female characters) that requires creative problem solving. When possible, it is important to incorporate technology-learning centers into the classroom which encourage multiple approaches to learning. When considering assessment it is important to develop tools that evaluate a student's ability to use technology for learning, critical thinking, and problem solving rather than only the student's ability to use the technology (Starr, 2000).
Strategies to Overcome Gender Differences
Technology leaders need to made administrators and teachers aware of resource that can move girls forward. Here is a list of sites with which to become familiar
FeMiNa: Girls
A search engine geared towards women, which includes hotlinks to “girl” sites.
Girlstart
Educating and empowering girls in technology. Find games, homework help, postcards, afterschool activities and camps. There is a parent’s section as well.
Girl Geeks
Community and commerce site for women using information technology to advance their careers. Has online mentoring, chat and discussion groups.
Women in Technology International (WITI)
WITI is an association of women working in technology organizations who are dedicated to increasing the number of women in executive roles, helping women become more financially independent and technology-literate, and encouraging young women to choose careers in science and technology.
References
AAUW Educational Commission on Teaching, Gender, and Teacher Education (2000). Tech-savvy: educating girls in the new computer age. Washington , DC : American Association of University Women.
Abramson, G., & Stephenson, C. (2006, May). Has the Gender Gap Closed?. Learning & Leading with Technology, 33, 6+. Retrieved February 10, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5015246076
Eck, Julie, Mark Hale, Sue Ruff, Michelle Tjelmeland. An Educator's Guide to Access Issues, Spring 1999. http://lrs.ed.uiuc.edu/wp/access/index.html
Girls on Technology: A Study Brings Video Games into the Classroom to Address the Persistent Digital Gender Gap. (2006). T H E Journal (Technological Horizons In Education), 33(8), 12. Retrieved February 10, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5014694162
Jackson, L. A., Ervin, K. S., Gardner, P. D., & Schmitt, N. (2001). Gender and the Internet: Women Communicating and Men Searching. 363. Retrieved February 10, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001039677
Miller, P. H. (2005). Gender and Information Technology: Perspectives from Human Cognitive Development. Frontiers - A Journal of Women's Studies, 26(1), 148+. Retrieved February 10, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5009817427
Neuman, D. (1991) Technology and Equity. Eric Digest. Accessed January 25, 2007 from URL http://www.ericfacility.net/ericdigests/ed339400.html
Punyanunt-Carter, N. M., & Hemby, C. O. (2006). College Students' Gender Differences regarding E-Mail. College Student Journal, 40(3), 651+. Retrieved February 10, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5016901779
Shanahan, B. (2006). The Secrets to Increasing Females in Technology: The Secret to Increasing Females in Technology Is Not to "Fix" the Girls but to Make the Technology Classroom and Profession More Appealing to and Welcoming of Girls. The Technology Teacher, 66(2), 22+. Retrieved February 10, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5017999733
SRI International. Technology and Education Reform: A Research Project Sponsored by the Office of Educational Research and Improvement, U.S. Department of Education. Accessed June 22, 2003 from URL http://www.ed.gov/pubs/EdReformStudies/EdTech/equity.html
Starr, Linda (2000). Educating Girls in the Tech Age: A Report on Equity. Education World. Accessed January 26, 2007 http://www.educationworld.com/a_tech/tech/tech028.shtml
Young, Betty J. (2001). Gender Differences in Student Attitudes toward Computers. Journal of Research on Computing in Education, 33(2), 204-216.
