The gendering of tech selves: Aspirations for computing jobs among Jewish and Arab/Palestinian adolescents in Israel

Budge, Jason; Charles, Maria; Feniger, Yariv; Pinson, Halleli

doi:10.1016/j.techsoc.2023.102245

Cited by 6 publications

(1 citation statement)

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“…As Budge et al (2023) recently showed for aspirations for computing jobs in Israel, the gender-equality paradox might not only refer to the macro level of countries' affluence and gender composition but also be visible on the micro level within a single country at a single point in time.…”

Section: Widening Gender Gaps In Ict Skills By Advantaged Social and ...mentioning

confidence: 99%

The development of ICT skills in adolescence at the intersection of gender and family background

Wicht,

Kleinert,

Schmidt

2023

Preprint

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We examine the intersection of gender and social as well as ethnic family background to explain individual differences in skills in information and communications technology (ICT) during adolescence. We used data from the National Educational Panel Study Starting Cohort 4 (NEPS-SC4), which contains repeated measures of ICT skills spanning three years (grades 9 and 12) in a sample of 5,507 students attending upper secondary schools [Gymnasium or comprehensive schools with Gymnasium track] in Germany. The results indicate a gender gap in ICT skills in grade 9 in favor of males, which widens further in grade 12. Moreover, ICT skills in grade 9 are a function of the interaction of gender and social background, with gender differences not observed among socially privileged students with high economic and cultural capital, suggesting more gender-egalitarian socialization among them. In contrast, the gender gap in the change in ICT skills in grade 12 remains largely unaffected by family background. Only income plays a role, with the gender gap disappearing for students with higher economic capital. The finding that intersectionality is less evident in the further development of gender-specific ICT skills points to the relevance of factors outside the family context.

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Section: Widening Gender Gaps In Ict Skills By Advantaged Social and ...mentioning

confidence: 99%

The development of ICT skills in adolescence at the intersection of gender and family background

Wicht,

Kleinert,

Schmidt

2023

Preprint

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When boys and girls make their first career decisions: Exploring the role of gender and field in high school major choice

Slobodin,

Samuha,

Hannona-Saban

et al. 2024

Soc Psychol Educ

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Although choosing a high school major is often adolescents’ first significant career decision, little is known about the factors that enable adolescents to choose a high school major autonomously (i.e., a major that reflects their values and preferences) or the familial and individual constellations that affect this decision. The current study examined the mediating role of adolescents’ identity processing style in the association between perceived parental need support and adolescents’ level of autonomous motivation when choosing their high school major. Second, we examined whether these proposed relationships differed for gender-stereotyped and non-stereotyped fields. The sample was composed of 571 9th -grade students (296 boys) who self-reported their perceived parental need support, motivation for choosing a high school major, identity processing style, and their preference for a high school major. Results showed that an informative identity style mediated the relationship between parental need support and adolescents’ autonomous motivation. Gender played a moderating role in this relationship so boys’ autonomous motivation for choosing a non-STEM major was more strongly linked to parental support than girls’ motivation to make a similar choice. In contrast, girls’ autonomous motivation for choosing a STEM major was more strongly related to the provision of parental support than boys. These findings emphasize the importance of nuanced parental need-support considering the students’ gender and major (STEM vs. non-STEM) and the need to promote self-exploration when deciding on a high school major.

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Global patterns of gender disparities in STEM and explanations for their persistence

Cheryan,

Lombard,

Hailu

et al. 2024

Nat Rev Psychol

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Women and girls are underrepresented in many, though not all, STEM (science, technology, engineering and mathematics) fields around the world. In this Review, we describe four key factors that help explain the continued underrepresentation of women in STEM. In many parts of the world, women lack access to education and job opportunities, preventing them from pursuing STEM. In places where women do have educational and professional opportunities, masculine culturesshaped by both masculine defaults and differential treatment -can hinder entry and retention of women in STEM fields. Addressing masculine cultures is important to increase the representation of women, and research has identified multiple promising avenues for intervention. When masculine cultures remain, gender disparities can be reduced by increasing the positive experiences of women and girls in STEM. Finally, choices made by men to enter some STEM fields also contribute to the underrepresentation of women in these fields. We conclude by reviewing promising future directions for research on gender disparities in STEM, including examining the intersections of these factors, sociopolitical and economic contexts, and the experiences of trans and non-binary individuals and people with multiple marginalized identities in STEM.Sections in the USA are girls, less than one-third (31%) of computer science Advanced Placement test-takers are girls 34 . Additionally, in the USA, girls in grades 1-12 express less interest than boys in computer science and engineering 35 .Finally, in some places, women and girls are not underrepresented in computer science or engineering during schooling but are underrepresented in these occupations (Fig. 1 and Supplementary Table 3). In the United Arab Emirates, a majority (55%) of information and computer science degrees are granted to women 27 , but only 20% of information and communication technology professionals are women 10 . In Argentina, 42% of the postsecondary degrees in engineering are earned by women 26 , but women comprise only 28% of science and engineering professionals 10 . Many women who pursue computer science and engineering do not enter or remain in these occupations owing to social norms or pressures to care for family and perceptions that women do Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

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The gendering of tech selves: Aspirations for computing jobs among Jewish and Arab/Palestinian adolescents in Israel

Cited by 6 publications

References 44 publications

The development of ICT skills in adolescence at the intersection of gender and family background

The development of ICT skills in adolescence at the intersection of gender and family background

When boys and girls make their first career decisions: Exploring the role of gender and field in high school major choice

Global patterns of gender disparities in STEM and explanations for their persistence

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