Riesgos de la brecha digital de género entre los y las adolescentes

Abstract

The gender digital divide between teens from seven countries in Europe, in Australia, and in countries of South America through a socio-cultural perspective is analyzed. The article compares which habits of use and consumption are attributed and performed by adolescents in multiple media and social media, and explores if these uses are grounded in the historically established gender roles. The data come from the Transmedia literacy research project (2015-2018) that had two main objectives: to explore what are teens doing with media and how have they learned to do it. An ethnographic approach was used, combining various research methods as questionnaires, interviews and participant observation, among others. In this article we focus on the analysis of the questionnaire implemented to map teens’ habits of use and consumption (N=1,520). To respond to the objective of the article, a descriptive univariate and bivariate analysis was carried out. The results show that the digital gender divide still exists and it takes shape through the persistence of gender stereotypes and roles associated to men and women and their relationship with media such as videogames practices (associated with boys) and the creation of stories (associated with girls). Resumen Se analiza la brecha digital de género entre adolescentes de siete países de Europa, en Australia y países de Sudamérica a través de una perspectiva socio-cultural, comparando qué hábitos de uso y consumo son atribuidos y desempeñados por adolescentes en los múltiples medios y redes sociales y si ellos se enmarcan en roles estereotipados de género. Los datos se extraen del proyecto de investigación Transmedia literacy (2015-2018), que tenía cómo objetivos principales explorar qué están haciendo los adolescentes con los medios y cómo aprendieron a hacerlo. Para ello, se realizó un acercamiento etnográfico utilizando varios métodos de investigación como cuestionarios, entrevistas y observación participante, entre otros. En ese artículo nos centramos en el análisis del cuestionario implementado para mapear los hábitos de uso y consumo mediático de los adolescentes (N=1.520). Para responder a los objetivos del artículo se ha llevado a cabo un análisis descriptivo univariante y bivariante. Los resultados demuestran que la brecha digital de género sigue existiendo y que toma forma a través de la pervivencia de estereotipos de género y de roles asociados a los hombres y mujeres y su relación con las tecnologías y medios de comunicación, como es el caso de los videojuegos (asociados a los chicos) y de la creación de relatos (asociado a las chicas).

The Digital Divide of Know-How and Use of Digital Technologies in Higher Education: The Case of a College in Latin America in the COVID-19 Era

“…Given the context described above arising from current concerns about equity of access to computers and the Internet [ 61 ] and the large number of students using a variety of digital tools in higher education, this study analyses how the gender of university students might influence their visions of these tools in the learning context. As Correa, Hinsley and Zuniga pointed out in 2010, knowing and understanding these differences is the first step for teachers to design effective learning environments.…”

“…Additionally, thirdly, recent studies report that the digital divide has diverse origins. On the one hand, studies describe the gap as a determining factor of health [ 9 , 57 ] as a function of personality traits [ 58 ], gender [ 19 , 58 , 59 , 60 , 61 ], culture [ 58 , 60 , 62 ], social class [ 12 , 17 , 19 , 58 , 60 ], geographical location [ 17 , 58 , 63 ], availability of technological means [ 9 , 37 ]. These studies report progress but identify important gaps.…”

Learning with YouTube: Beyond formal and informal through new actors, strategies and affordances

“…Despite this, differences were also observed throughout the research. For example, it was observed that gender roles and stereotypes still persist between adolescents' media uses (Masanet et al, 2021). In the specific case of learning through YouTube, we found that some learning areas and environments are predominantly male and others female.…”

“…The questionnaires revealed that YouTube was the most commonly used social network among teenagers from the participating countries. In all cases, the figures of its use are over 80%, exceeding by far other very popular social networks, such as Instagram, which in some contexts is used by around 50% of teenagers (Masanet, Pires, and Gómez-Puertas, 2021). YouTube is therefore the most hegemonic social media platform in terms of daily use among adolescents.…”

La competencia digital del alumnado de Educación Primaria desde la perspectiva de género: conocimientos, actitudes y prácticas

“…Esto ha llevado al reconocimiento de la existencia de una brecha digital de género (Comisión Europea, 2018), interpretada desde un enfoque interseccional (Crenshaw, 1989), que perpetúa la desigualdad de oportunidades, de emancipación y participación en ESTUDIOS SOBRE EDUCACIÓN / 2021 función de un constructo social asignado e interiorizado -el género-, en relación con otros atributos que entrañan relaciones asimétricas de poder en la sociedad occidental -como el capital sociocultural y económico o la raza y la etnia-. Esta cuestión genera un interés creciente en la comunidad académica y está dando pie a investigaciones que señalan diferencias notorias en lo que respecta a gustos y preferencias (ESSIE, 2013); consumo y presencia mediática (Masanet, 2016;Regueira, Ferreiro-Alonso y Da-Vila, 2020); habilidades (Martínez-Cantos, 2020); competencias digitales (van Deursen y van Dijk, 2009); y los riesgos derivados de un bajo dominio competencial (Masanet, Pires y Gómez-Puertas, 2021).…”