Factors Influencing Girls' Choice of Information Technology Careers

Abstract

Many western nations have experienced declining numbers of women in the information technology (IT) workforce (Trauth, Nielsen, & von Hellens, 2003). Between 1996 and 2002, women in the U.S. IT workforce declined from 41% to 34.9% (ITAA, 2003). This can hamper diversity and reduce the talent pool that can address needs of diverse end-users (Florida & Gates, 2002). Why do women choose IT careers or reject them? Multidisciplinary research on career genderization reveals gender imbalance (Trauth, Nielsen, & von Hellens, 2003). Career decisions against math, science, and technology (MST) are often made as early as age 11 without understanding long-term implications (AAUW, 2000). We examine influences on girls’ choice of IT careers, modeling social, structural, and personal variables that affect IT career choice. Using Ahuja’s (2002) classification of social and structural influences on women’s IT careers, Beise, Myers, VanBrackle, and Chevli-Saroq’s (2003) model of women’s career decisions, and individual differences suggested by Trauth (2002), we extend literature to children and adolescents’ career choices. Social influences bias internal and external gender perceptions and stereotyping, role models, peers, media, and family. Institutional support such as teachers and counselors, access to technology, and same-sex versus coeducational schools are structural influences. While both can influence career decisions, social factors have the most influence on children’s early perceptions. Both factors can introduce gender-stereotyping effects on career choices. Gender stereotyping explains how girls perceive their role in society based on subtle societal cues. It can limit opportunities for both sexes. We also examine personality traits and external influences that make children unique. Their individual differences draw them to activities and content areas such as problem solving and interaction with people. Finally, ethnic culture can exert an influence on social and structural variables. Figure 1 from Adya and Kaiser (2005) presents our career choice model that is discussed in the next section.

Now I know what ICT can do for me!

“…Based on a search of relevant literature and an empirical study, a model of Girls' ICT Study and Career Choices (see Figure 1) was developed. The model captures the many factors that influence Australian girls' ICT study and career choices and uses similar groupings to those suggested in Adya and Kaiser's (2006) seminal paper. However, Clayton's research indicated other influential factors that were not included in the early determinants of Adya and Kaiser, such as socio‐economic status involving family and ICT access issues.…”

“…According to Adya & Kaiser (2006), early parental involvement in a child's career planning has been found to have a clear positive bearing on the choice of ICT as a career. Furthermore, Dryler (1998) stated that children often make vocational and occupational choices in the same area as their parents and that highly educated parents promoted gender‐atypical occupations more than less educated, or working‐class, parents.…”

Editorial

“…They showed that mentoring can serve as an important intervention to enhance the retention of women in the ICT workforce because of its correlation with professional advancement. Several studies (Nielsen et al ., 1997; Adya & Kaiser, 2005; 2006; Adya, 2008; Soe & Yakura, 2008) have addressed the topic of varied cultural influences in analyses of gender and IT. The individual differences theory of gender and IT has been developed to provide a theoretical lens that focuses explicit attention on with‐gender rather than between‐gender variation in the ways that individuals are exposed to, experience and respond to gender relations in the ICT profession (Trauth & Quesenberry, 2006).…”

“…Clayton, Beekhuyzen and Nielsen's article theorised the effectiveness of interventions with school‐aged females. Using a substantial doctoral study, which further developed Adya and Kaiser's (2005; 2006) model of young women's career choice influences, this article examines the effectiveness of a 1‐day action for girls, a popular type of intervention. The paper takes into account the difficulty of undertaking research into interventions, when the conduct of the experience may be affected by contextual facts.…”

Bi̇li̇şi̇m Teknoloji̇leri̇ Alaninda Meslek Seçi̇mi̇ni̇ Yordayan Deği̇şkenler

“…BT alanının eğitimine ve mesleklerine yönelik ilginin azalmasında; cinsiyet, ırk (etnik yapı) ve milliyet gibi üç ana etmenin etkileri (Singh, ve diğerleri, 2007), yaşanılan coğrafya ve ekonomik nedenler ile BT alanında çalışan kadın örneklerin azlığı (Trauth, 2006;akt. Miliszewska ve Sztendur, 2010;Von Hellens ve diğerleri, 2009) yanında kültür (Adya ve Kaiser, 2006), toplumun yapısı ve bireysel etmenler önemli rol oynamaktadır (Trauth, Quesenberry, ve Morgan, 2004). Ayrıca politik nedenler ya da hükümet politikaları ve ailenin meslek seçimi sürecindeki rolü de BT sektörüne katılacak kadınların karşılaşacakları engeller arasında sayılmaktadır (Georgiadou, ve diğerleri, 2009).…”