A review of research studies on gender differences in computer-based education revealed significant discrepancies between equality of access and performance outcomes for female and male users. Beginning during preschool years, males consistently spend more time than females in computing activities. For males, such concentrated involvement translates into higher achievement scores in computer-based technology in both academic and career settings. The outcome for females is an inequitable chance to acquire the same technological skill levels as males. An analysis of research findings reveals that social interactions among children, their families and schools can affect attitudes and motivation of children in very different ways according to gender. Eighteen unique factors which have a significant impact on the formation of this discrepancy are identified. Recommendations for further research studies to examine and bridge the existing technological gender gap are made.

An analysis of the literature was the basis for a set of predictions regarding the Preschool Embedded Figures Test performance of a small, cross-sectional sample of 37 3- to 5-year-old children. The test scores were modestly reliable. Predicted age-related differences in scores for boys and girls were observed, including an interaction of age with gender; however, other predictions regarding those scores were not supported. Based on a small sample, it was tentatively concluded that the evidence for continued use of the Preschool Embedded Figures Test as a measure of field independence for young children was weak.