Gender Equity and Information Technology in Education: The Second Decade

Abstract

This article presents a review on gender differences and information and communication technology (ICT) in primary and secondary education. First the rapid development of the use of ICT in education is outlined. Then the topics of access to computers, computer-related learning processes, and educational outcomes are discussed. The review also provides insight into the background of gender differences in participation in computer activities and performance in relation to ICT. The research reviewed focused on the role of teachers and fellow classmates, on the different approaches of girls and boys to ICT, and on the preferences of girls regarding the structure and design of software. The research also analyzed the complex meaning of computer attitudes as both a cause and a consequence of differences in the participation and performance of girls and boys. The extent and nature of these differences vary from application to application.

Interest in ICT Studies and Careers: Perspectives of Secondary School Female Students from Low Socioeconomic Backgrounds

“…These findings seem somewhat "optimistic" in comparison to those reported in the literature (Hargittai & Shafer, 2006;Volman & van Eck, 2001;von Hellens & Nielsen, 2005). Disappointingly, the relatively high levels of interest and self-efficacy did not translate into willingness to embrace ICT as an option for further study or career.…”

“…In the literature pertaining to women's under-representation in the ICT sector, a number of possible factors, such as geography, economy, cultural factors, race, and ethnicity, have been identified as having influence on girls' ICT career decisions (Trauth, 2006). In general, girls tend to report lower levels of interest in computers and lower levels of confidence in their abilities (Grass-Valazquez, Joyce, & Derby, 2009;Hargittai & Shafer, 2006;Volman & van Eck, 2001;Volman, van Eck, Heemskerk, & Kuiper, 2005). Some authors suggested that girls perceive ICT careers as boring, very technical, "nerdy,, and "geeky" (Babin, Grant, & Sawal, 2008;Courtney, Timms, & Anderson, 2006;Margolis & Fisher, 2002).…”

“…Some authors suggested that girls perceive ICT careers as boring, very technical, "nerdy,, and "geeky" (Babin, Grant, & Sawal, 2008;Courtney, Timms, & Anderson, 2006;Margolis & Fisher, 2002). Others reported that females' choice of ICT courses or careers may be influenced by their intrinsic interest in computing as a field of study (Courtney et al, 2006), early exposure to computers, gender stereotypes (Adya & Kaiser, 2005;Trauth, 2002;Volman & van Eck, 2001;von Hellens & Nielsen, 2005;von Hellens, Nielsen, & Trauth, 2001), early exposure to advanced computing subjects (Craig, Fisher, & Lang, 2007), and girls' abilities in mathematics and science (Margolis & Fisher, 2002;Volman & van Eck, 2001). …”

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

“…Self-confidence is consistently lower in girls (Christoph, Goldhammer, Zylka, & Hartig, 2015;Ogan et al, 2005;Volman & Van Eck, 2001). Boys tend to perceive themselves as "experts" in ICT, even when their objective knowledge is low, while girls seem to perceive themselves as less skilful and with less knowledge even if their objective knowledge shows no difference from boys' (Volman & Van Eck, 2001).…”

“…Girls' attitudes in the use of ICT are slightly lower than boys' (Adebowale, Adediwura & Bada, 2009;Busch 1995;Chen, 1986;Ogan, Herring & Robinson, 2005;Shashaani, 1993;Volman & Van Eck, 2001). The term attitude has, however, different dimensions: anxiety, enjoyment, and self-confidence.…”