8. Schooling for What? Education and career opportunities for women in science, technology, and engineering

Rathgeber, Eva M.

doi:10.3362/9781780442839.008

Cited by 7 publications

(3 citation statements)

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“…As is already well documented, fewer women than men in Africa, as elsewhere, specialize in the sciences or engineering (Rathgeber, 1995). Moreover, if women seem to be "fearful" of technology or reluctant to experiment with new technologies, then this is usually interpreted as a "female problem," rather than as a reflection of the inappropriate design of the technologies or the aura of male dominance surrounding their use, or both.…”

Section: Introductionmentioning

confidence: 99%

“…Seldom does anyone consider that women may take less interest in new technologies out of a sense of pragmatism, that is, out of their need to deal with a multitude of tasks, meet a variety of demands, and play diverse roles with limited time. In other words, whether or not some women have a "fear" of technology, they have a pressing need to attend to many diverse duties and have little time to experiment with new technologies simply out of a sense of interest (Rathgeber, 1995).…”

Section: Introductionmentioning

confidence: 99%

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Gender and National ICT Policy in Africa: issues, strategies, and policy options

Olatokun

2008

Information Development

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The paper commences with a review of the concept of Information Communication technology (ICT) and points out how ICT has become a potent force in transforming social, economic and political life globally. It then discusses the linkage between gender and ICT especially how ICT has widened the digital divide gap between Africa and the rest of the world on one hand and between males and females on the other. It later gives an overview of the ICT policy formulation situation in Africa pointing out the gender provisions in the national ICT policy documents of some African countries. It then reviews illiteracy rates and access to telephone facilities, computers, and Internet facilities in Africa and indicates that there is a digital divide on the continent between those who have access to the Internet and related technologies and those who do not. It finally presents the policy options and strategies to be adopted by African governments to enable women benefit from opportunities offered by ICTs. The paper concludes by submitting that unless gender issues are incorporated in national ICT policies in Africa the digital divide will continue to widen and most women that live in African rural populations would continue to be excluded from the benefits of ICT. CommentsThe final, definitive version of this article has been published in

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Gender and National ICT Policy in Africa: issues, strategies, and policy options

Olatokun

2008

Information Development

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“…On entering HE, females continue to have less parity in their experiences (Jacobs, 1996). During their studies, transportation, accommodation, and continuing family pressures can all cause distractions (Komuhangiro et al, 2003;Rathgeber, 1995). There are gender issues in co-educational institutions in Muslim majority countries, given the traditional cultural perception of the female in society (Malik, 2002;Shahzad et al 2011;UNESCO, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Socio-cultural factors on females passing through Higher Education in Pakistan

Shaukat¹,

Pell²

2017

EJER

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Purpose: Educated females play an important role in the social and economic development of a country. The aim of the study was to assess the problems facing females before entering higher education, and then after education when joining professions. Research Methods: Using a higher education survey questionnaire, data were collected from 2188 female respondents including students (n=2018) and teachers (n=170) from government colleges and universities spread over four districts of the Pakistan province of Punjab. Results showed females who do succeed in getting a higher education are then exposed to a male dominant culture in the workplace. This re-inforces the socio-cultural norms of the country at large; causes conflict between professional and cultural

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Gender, Hierarchy, and Science

Fox

Handbook of the Sociology of Gender

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8. Schooling for What? Education and career opportunities for women in science, technology, and engineering

Cited by 7 publications

References 0 publications

Gender and National ICT Policy in Africa: issues, strategies, and policy options

Gender and National ICT Policy in Africa: issues, strategies, and policy options

The Impact of Socio-cultural factors on females passing through Higher Education in Pakistan

Gender, Hierarchy, and Science

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