Gender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong

Tam, Hau-lin; Chan, Angus Yuk-fung; Lai, Oscar Long-Hin

doi:10.1016/j.childyouth.2020.105624

Cited by 40 publications

(38 citation statements)

References 70 publications

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“…Despite the widespread use of ICT by educational institutions, many studies have shown a gender imbalance in ICT usage and skill development. A significant number of students (particularly boys) have a more positive view of ICT and utilize it to improve their learning (Lee et al, 2019 ; Tam et al, 2020 ). While significant progress has been made in ICTs, there remains a severe territorial and gender technological inequality.…”

Section: Introductionmentioning

confidence: 99%

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

et al. 2021

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Even though information and communication technology (ICT) is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A comprehensive search of eight journal databases and a specific selection criterion was carried out to exclude articles that match our stated exclusion criteria. We included 42 peer-reviewed empirical publications and conference proceedings published between 2006 and 2020. For a subsample of studies, we performed a small-scale meta-analysis to quantify possible gender differences in ICT use and skills. A random-effects model uncovered a small and positive, yet not significant, effect size in favor of boys ( g = 0.17, 95% CI [−0.01, 0.36]). However, this finding needs to be further backed by large-scale meta-analyses, including more study samples and a broader set of ICT use and skills measures. We highlight several concerns that should be addressed and more thoroughly in collaboration with one another to better IT skills and inspire new policies to increase the quality of ICT use. The findings from this review further suggest implications and present existing research challenges and point to future research directions.

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Section: Introductionmentioning

confidence: 99%

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

et al. 2021

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“…Many studies have emphasized women's empowerment through ICT, such as education, knowledge formation, and employment (Hafkin, 2000;Chen 2004;Islam 2015). The ICT can improve women's social and economic conditions in developing countries (Asongu & Odhiambo, 2018;Tam et al, 2020;Ngoa & Song, 2021). Several reports have discussed opportunities for women's empowerment through ICT, e.g., through education and knowledge building, poverty alleviation, and job creation (Hafkin, 2000;Samargandi et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Role of the ICT in Women Empowerment and Achieving SDGs: A Case Study of Women Labor Force in Developing Countries

Noor

Asghar

Sarwar³

et al. 2021

Etikonomi

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The aim of the study is to analyze the ways women are empowered through information and communication technology (ICT) and fostering the process of achieving the Sustainable Development Goals (SDGs). Women in developing countries are facing economic and social hardships and have limited access to ICT, which in turn translate into their lack of skills, lower literacy rate and restricted social engagement. Therefore, present study explores the role of ICT on women empowerment in 51 developing countries by conducting panel data modeling over the period of 2000-17. The study finds that ICT has significant and positive contribution on female labor force participation rate by Generalized Method of Moment (GMM). Control variables like GDP growth and government expenditure on education have positive and statistically significant role to enhance women empowerment. Findings of the study imply that the ICT has an impact on women empowerment and which helps in fostering the process of achieving SDGs 2030.

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“…Consequently, females and other non-masculine gender identities have narrowed access to the Criminology program, as evidenced in the previously presented enrollment and graduation data (Tables 1 & 2). Tam et al (2020) reported that increasing students' self-e cacy in a male-dominated program such as ICT can reduce gender stereotyping. Hence, empowering females and other non-masculine gender identities to perform masculine tasks is a probable solution to widen their access to the program.…”

Section: Gender Issuesmentioning

confidence: 99%

Gender, Numbers and Beyond: The Case of Criminology Program in DOrSU, City Of Mati, Philippines

Villegas

Biol

Dacullo

et al. 2022

Preprint

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Access to and success in higher education is shaped by various factors, including, but are not limited to, gender, gendered identities, and gender-related subjectivities. While there has been rich literature in gender-higher education nexus, the utilization of gender analysis in specific gender-stereotyped degree programs such as Criminology, although widely offered in the entire country, remains understudied. Recognizing the impressive progress of enterprising and mainstreaming GAD norms in the Philippines compared to its peers in Asia, there remains a need to understand how gender sets in motion beyond rhetoric and how it entangles everyday practices. This study attempts to interrogate the Criminology program’s temporal development and social determinants from the lenses of gender through trend analysis and in-depth interview methods.We found that Criminology in DOrSU is significantly male-dominated since the program commenced operations in 2009. Although unsurprising, it is worth noting that females record a higher survival rate than males. The latent gender issues and coping strategies contributing to the program’s notable trendwere also uncovered, providing a more comprehensive understanding of females and other non-masculine genders’ narrowed access to the program. To tighten the existing gender gap in Criminology, we recommend a policy reform that encourages gender-inclusive opportunities.

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Gender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong

Cited by 40 publications

References 70 publications

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

Role of the ICT in Women Empowerment and Achieving SDGs: A Case Study of Women Labor Force in Developing Countries

Gender, Numbers and Beyond: The Case of Criminology Program in DOrSU, City Of Mati, Philippines

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