Rethinking the ‘problem’ of gender and IT schooling: discourses in literature

Abstract

Abstract:A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse.Growing awareness of the limitations of earlier research, the changing nature of IT schooling, contradictions in students' computer interests and dissatisfaction with simplistic explanations has led, however, to post-structural rethinking and the emergence of a critical discourse. Assumptions of essential differences and deficit ways of thinking are challenged. Persistent gender differences in IT use are explored in their social complexity and the very notion that there is a gender problem is problematised. This presents a different and ultimately more satisfying way of thinking about the problem of gender and IT schooling.

Gender Stereotypes and Attitudes Towards Information and Communication Technology Professionals in a Sample of Spanish Secondary Students

“…Similarly, several of these stereotypical portrayals (such as their unappealing physical appearance or their lack of interpersonal skills) are also associated with the highly maledominated component of ICT in the Spanish (Castaño 2011;Sáinz and López-Sáez 2010) and US (Cheryan et al 2013;Goode et al 2006;Margolis and Fisher 2002;Meszaros et al 2007;Zarrett and Malanchuk 2005) contexts. In this regard and in support of UK (Abbiss 2008) and US research (Rudman and Glick 2010), this research illustrates a social phenomenon associated with the historical production and reproduction of power and status in technological fields in Spain, as well as with masculine forms of ICT occupations.…”

‘How dare you say that about my friend’: negotiating disability and identity within Australian high schools

“…For example, people are expected to act in a manner that is acceptable behaviour, in order to become 'acceptable' citizens, through participation in standardised national tests, segregation of the class into 'sets' by perceived ability, sitting still, listening rather than talking, and folding arms and legs. Through institutionalised systems of rewarding 'good' behaviour and punishing 'bad', schools become thought of as culturally bounded as a highly sectorialised, classed, gendered, heterosexed and able-bodied space (see Abbiss 2008;Gagen 2000;Newman et al 2006). This work illustrates how within the regulatory framework of schools bodies take on the appearance of being disabled or non-disabled.…”

Medium for empowerment or a ‘centre for everything’: Students’ experience of control in virtual learning environments within a university context

“…Secondly, they were all female. Whilst gendered patterns of technology-use have become less marked over recent years and research has possibly underplayed the skills and aptitudes of women (Abbis 2008), there still seem to be differences in technology-use by male and female users (Cooper 2006). In particular, some research into gendered use of online discussion boards has suggested differences in patterns of use and quality of contribution (Von Neuforn 2007;Guiller and Durndell 2006;Bostock and Wu 2005).…”