18. Women’s Experience of Role Models in IT:
Landmark women, substitutes and supporters

Corneliussen, Hilde G.; Seddighi, Gilda; Dralega, Carol Azungi

doi:10.18261/9788215034393-2019-18

Cited by 9 publications

(6 citation statements)

References 29 publications

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“…For example, Lamers and Mason (2018) discuss the role of advertising and provide several recommendations such as the use of female role models, and that the representation of females in advertising besides soft skills must also convey technical competence. The importance of female role models has been highlighted by several authors (e.g., Morton et al, 2018;Corneliussen et al, 2019;Berry et al, 2022;Taylor-Smith et al, 2022;Corneliussen, 2024). In addition to role models, Berry et al (2022) highlight other mitigating factors such as mentoring programs, advertising strategies, outreach events, and the engagement with industry as important and encouraging factors to increase the female participation in the ICT higher education.…”

Section: Literature Overviewmentioning

confidence: 99%

“…The prevailing discourse on ICT profession and education is built on a rather narrow and simplified view of the ICT, primarily associating it with programming and gaming. Moreover, ICT is often not recognized as a career option for women (Morton et al, 2018), an issue further exacerbated by the lack of access and identification to female role models (e.g., Morton et al, 2018;Corneliussen et al, 2019;Berry et al, 2022;Taylor-Smith et al, 2022). However, as Armstrong et al Armstrong et al (2016) argue, inclusion in the context of education is not a unitary concept, and typically requires understanding the social context within which education is embedded to be properly analyzed and addressed.…”

Section: Introductionmentioning

confidence: 99%

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Closing the gender gap in ICT higher education: exploring women’s motivations in pursuing ICT education

Kurti,

Ferati,

Kalonaityte

2024

Front. Educ.

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Rapid development of digital technologies has stemmed profound changes in the society, positioning the ICT sector as a key driver and contributor. This sector, including education, is however characterized by a gender gap, which is problematic in the light of the increasing demand for digital competence and the ability to move toward a sustainable egalitarian society. In this study, we argue for a need to explore the concept of ICT in higher education. This involves assessing the success of educational programs in attracting women and exploring the perceptions of female students regarding their academic environment. With a specific focus on Sweden, through a survey involving 82 respondents, we provide evidence on motivations and perceptions of women regarding leading choices on pursuing ICT higher education. We propose a holistic approach to studying gender representation and inclusion in ICT higher education, with a focus on women’s perceptions, experiences, and suggestions.

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Section: Literature Overviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Closing the gender gap in ICT higher education: exploring women’s motivations in pursuing ICT education

Kurti,

Ferati,

Kalonaityte

2024

Front. Educ.

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“…Or more women than men with ICT education work in other sectors than ICT. Our recent qualitative research among women working with ICT indicates that the second answer should be further explored [23], thus also suggesting that more qualitative research is necessary to complement the statistical data.…”

Section: Ict Education In Norwaymentioning

confidence: 99%

“…Considering that "leakage" of women is recognized as a major problem in other western countries [24], it would be valuable to see statistics on this for Norway. Based on our qualitative research in the field showing that routes to ICT work are still highly gendered in Norway [23], we also miss statistical accounts of the entire "pipeline", not only the "leakage" of women, but equally important, how and when recruitment of women is successful. Monitoring men and women's movements from education to the labor market could help to identify whether the main challenge for increasing gender balance in ICT in Norway is "an input" or "a throughput" problem [25].…”

Section: Visible and Invisible Narratives About Women In Ictmentioning

confidence: 99%

What Can Statistics Tell About the Gender Gap in ICT? Tracing Men and Women’s Participation in the ICT Sector Through Numbers

Simonsen

Corneliussen

2020

IFIP Advances in Information and Communication Technology

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Which narratives can statistics tell about men and women's participation in ICT? The question is relevant across the western world showing a pattern of more men than women in ICT work. This chapter presents an analysis of available statistics that contribute to an image of women's participation in ICT work and education. The scope of the study is European countries with an emphasis on Norway, however, we also present statistics from OECD. The statistics confirm that the gender imbalance in ICT work is significant, suggesting that monitoring this field is important. The analysis also reveals challenges and gaps in the material, for instance the challenge of finding comparable numbers, a reduced use of gender as a variable in later years, difficulties in identifying the gendered structures of ICT due to a mixture of occupational fields for some of the relevant numbers, while other issues found to be relevant in qualitative studies are not represented in the available statistics. The monitoring of gendered structures of ICT work can be improved by developing statistics that better can capture inequalities and hierarchies. The findings also suggest that qualitative research is an important complement and correction to statistical overviews, in particular for identifying factors that alone and together contribute to gender inequalities in ICT.

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“…Both Norwegian and international research show that gender stereotypes identifying technology with boys and men make it particularly challenging for girls and women to establish professional self-confidence in technology and science (Cheryan et al, 2009;Jethwani et al, 2016;Margolis & Fisher, 2002;OECD, 2016). Such stereotypes also make it difficult for girls to identify female role models in technology professions (Corneliussen et al, 2019). While insight into higher technology education is a scarce commodity among both girls and boys (Grover et al, 2014), lack of such insight is more problematic for girls than for boys.…”

Section: Introductionmentioning

confidence: 99%

Factors Motivating Women to Study Technology: A Quantitative Survey Among Young Women in Norway

2021

Proceedings 14th International Conference on ICT, Society and Human Beings (ICT 2021), the 18th International Conference Web Ba

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Women's underrepresentation in fields of information and communication technology (ICT) appears as a paradox in the context of Norway, a country that scores high on international gender equality indicators. Earlier research has argued that women's underrepresentation in ICT education might be a result of their lack of interest in ICT. In this paper we ask what motivates young women in Norway to enter technology studies. The analysis is based on a quantitative survey with 689 young women responding to questions about what had made them choose technology in high school or at university level. The results show that leading factors motivating the women are job opportunities, high salary and using technology for solving challenges. Interestingly, factors that are associated with boys' and men's interest in ICT such as computer games and leisure activities, are marginal as motivation for the women. The study thus confirms that young women are highly interested in fields of technology, however, their interests differ from what is often associated with young men. Based on the findings we suggest that measures recognising a wider image of technology are needed for motivating women to enter fields of technology.

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18. Women’s Experience of Role Models in IT: Landmark women, substitutes and supporters

Cited by 9 publications

References 29 publications

Closing the gender gap in ICT higher education: exploring women’s motivations in pursuing ICT education

Closing the gender gap in ICT higher education: exploring women’s motivations in pursuing ICT education

What Can Statistics Tell About the Gender Gap in ICT? Tracing Men and Women’s Participation in the ICT Sector Through Numbers

Factors Motivating Women to Study Technology: A Quantitative Survey Among Young Women in Norway

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