A genealogical exploration of gendered genres in IT cultures

Harvey, Linda M.

doi:10.1046/j.1365-2575.1997.00012.x

Cited by 24 publications

(12 citation statements)

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“…As well as variety in the topics chosen, IS researchers have used various kinds of ethnographic research. Some of those that have been used by IS scholars include confessional ethnography (Schultze, 2000), critical ethnography (Myers, 1997), postmodern ethnography (Harvey, 1997) and netnography (Campbell et al, 2009). Schultze's (2000) article is a good example of confessional ethnography.…”

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confidence: 99%

Design ethnography in information systems

Baskerville

Myers

2014

Information Systems Journal

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Until recently, most ethnographic research in information systems has been based on the traditional anthropological model of ethnography. In this traditional model of ethnography, one of the most important data‐gathering techniques is participant observation. The ethnographer observes and participates but does not actively seek to change the situation. In recent years, however, a new type of ethnographic research has emerged – one that can be called design ethnography. Design ethnography is where the researcher goes beyond observation and actively engages with people in the field. Our view is that design ethnography has much potential for research in information systems. It is a new form of engaged scholarship that bridges the gap between ethnographic research and design science research.

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confidence: 99%

Design ethnography in information systems

Baskerville

Myers

2014

Information Systems Journal

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“…The research literature suggests that organizational culture and climate can significantly affect women's participation and employment outcomes. Thus, features of the maledominated IT subculture would be perceived as distinctly inhospitable to many women (Faulkner 2007;Harvey 1997).…”

Section: Organizational Culture and "Chilly" Climatementioning

confidence: 99%

What's Wrong with the Pipeline? Assumptions about Gender and Culture in IT Work

Soe

Yakura

2008

Women's Studies

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In scholarly and practical discourse, the under-representation of women in technology and science is often attributed to a shortage of women "in the pipeline." In this essay, we analyze this dominant metaphor and argue that it imposes an appealing but simplistic symbol onto a labor market filled with exceptions and divergences. Further, it calls attention to a normative "flow" rather than lived work experiences. We suggest the pipeline metaphor be augmented with a focus on the layers of culture surrounding IT work. Research on culture change suggests that significant systemic interventions are required; organizations must achieve a critical mass in the number of women before change can occur. Without systemic change, short-term strategies will not make the crucial difference in the numbers of women in IT.

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“…• feminist and postmodern analyses of the impact of essentially masculine technological discourse/cultures (Andrews, 1997;Harvey, 1997); • human computer interaction (HCI) theory and models of technology acceptance (Norman, 1998;Landauer, 1997); • computer/user psychological match and the self-serving hypothesis in attribution theory (Reeves and Nass, 1996); • the philosophical bases common in educational technology (behaviourist/constructivist) and those underlying practice in primary schools (sociocultural), (Papert, 1980;Dillon, 1998); • comparative developments in other professions eg, Nurse (Seeley and Targett, 1997) and Police education.…”

Section: Establishing the Conditions For The Effective Transfer Of Icmentioning

confidence: 99%

The ambiguous embrace: twenty years of IT (ICT) in UK primary schools

Robertson

2002

Brit J Educational Tech

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School inspection reports, at the end of the 20th Century, in both Scottish and English primary schools, clearly identify the use of ICT as the weakest aspect of professional practice. On this evidence, despite initial certainty of political purpose and considerable optimism regarding its effects on teaching and learning, ICT remains, after twenty years, a marginal force in the education of 5-12 year-olds. Though numerous research studies in the 1980's and 1990's seemed to have identified the conditions for the effective transfer of ICT into primary schools and repeated governmental initiatives invested heavily in both infrastructure and training, teachers have not embraced ICT within their core practice. This paper suggests that the adoption of exclusively rational, perhaps hyper-rational, methodologies, by researchers working in the mainstream of schools and teacher education institutions has resulted in a failure to understand the complex cultural, psychological and political characteristics of schools. Alternative avenues for research are proposed.A full version of this hybrid article can be found on the British Journal of Educational Technology website at http://www.blackwellpublishers.co.uk/bjet Finally, if any further evidence is required as to why this great technological revolution must reach our schools as quickly as possible, let me ask one final question: What is likely to happen in schools in West Germany, France, Japan and the United States over the next decade or so?… As ever that is the competition and it won't go away. (Alex Fletcher MP, Scottish Office Minister for Education in 1982)Teachers and pupils in every Scottish school can look forward to a future where all have the skill to use high quality networked computers… Scotland's young people are its future, we must ensure they have the resources and skills to greet the future with confidence. (Helen Liddell MP, Scottish Office Minister for Education in 1998) IntroductionIn 1982, the Conservative Minister for Education in Scotland, was explicit about the driving economic imperative. Sixteen years later, the New Labour minister, left the reader to make the connection between young people's skills and economic activity, but was no less certain of purpose. Yet, despite numerous reports of individual success stories over the two decades, a national survey, commissioned by the Scottish Office, of Primary teachers in Scotland found "relatively low" and "narrow" use of ICT (Williams, 1998). A summary of inspection reports on English Primary schools in the same year revealed ICT to be the "least well taught" of National Curriculum subjects and subject to "substantial underachievement in about two fifths of primary schools" (OFSTED, 1999).

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A genealogical exploration of gendered genres in IT cultures

Cited by 24 publications

References 12 publications

Design ethnography in information systems

Design ethnography in information systems

What's Wrong with the Pipeline? Assumptions about Gender and Culture in IT Work

The ambiguous embrace: twenty years of IT (ICT) in UK primary schools

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