Women@Work: Listening to gendered relations of power in teachers' talk about new technologies

Jenson, Jennifer; Rose, Chloë Brushwood

doi:10.1080/09540250303854

Cited by 25 publications

(11 citation statements)

References 9 publications

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“…This may account for the lower level of ICT-implementation of females in their classroom. Jenson and Rose (2003) argue that computers and gender are delimited by the social and cultural context in which they are produced and utilised. Not all studies however show consistent results.…”

Section: Discussionmentioning

confidence: 99%

Explaining different types of computer use among primary school teachers

2004

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In order to identify differences in determinants of supportive and class use of computers, path modelling was applied in a sample of 468 primary school teachers. Independent variables were categorised in three levels: demographics (age and gender), computer experience (computer training, computer experience expressed over time, intensity of computer use), and attitude measures (general computer attitudes, attitudes toward computers in education, and technological innovativeness).Supportive and class use of computers are not related to the same set of variables. Supportive computer use was mainly predicted by computer experience variables and general computer attitudes. Strongest predictors of class use were technological innovativeness and gender. Yet, the degree of explained variance for class use of computer was considerably lower compared to supportive computer use. These results indicate the limitations of explaining complex forms of professional computer use on the basis of both individual determinants and quantitative models. The article concludes with some practical implications and recommendations for further research.

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Section: Discussionmentioning

confidence: 99%

Explaining different types of computer use among primary school teachers

2004

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“…Systematic involvement in computing is correlated with the construction of such hegemonic masculinities and gendered hierarchies. Through the construction of a masculine culture around computers in schools and elsewhere, female involvement in computing is largely discouraged (Clegg 2001;Jenson, de Castell, and Bryson 2003;Jenson and Rose 2003;Varma, Prasad, and Kapur 2008). This gender order is reinforced by the influence of the bio-political ideal of motherhood in women's occupational preferences.…”

Section: Introductionmentioning

confidence: 94%

Between a rock and a hard place: women and computer technology

Pechtelidis

Kosma

Chronaki

2015

Gender and Education

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This paper explores certain possible reasons behind the uneasy relationship between women and technology. The cultural identification of technology with masculinity has been well documented through previous research. However, we feel it is useful to revisit this complex relationship through the scope of a more subtle distinction between 'users' and 'connoisseurs', and the struggle over power, which revolves around a specific form of hegemonic masculinity. We draw on interviews that examine students' experiences, emotions, and statements about gender, technology, mathematics, and education, and we try to offer an understanding of the ways women negotiate their position within the dominant discourse about computing and mathematics. Our analysis employs poststructuralist discourse theory. IntroductionAccording to the popular movie site IMDb, the 1984 film Electric Dreams (Steve Barron) is about an artificially intelligent PC and its human owner, who are in romantic rivalry over a woman. 1 Those few lines are enough to illustrate the dominant cultural stereotypes about the uneasy relationship between women and technology. Not only is 'human' identified as inherently male, but there is also a clear metonymical relation between masculinity and technology. 'Woman' is, once again, both the object and prize; moreover, she functions as the signifier of difference, as opposed to both man and computer. Today this film seems widely outdated, but unfortunately gendered stereotypes about computing are not. On the contrary, they seem to be rather persistent considering several statements made by the undergraduate students we interviewed for our study, who were barely born at the time the film was released. By analysing their narratives in this paper, we attempt to illustrate the subtle interconnections between gender and computer technology. Although the exploration of this theme is not new (see Weitzenbaum 1976;Turkle 1984), and a lot of attention has been paid to the under-representation of women in the field of technology ever since (Cohoon and Aspray 2008), we were intrigued by the way our female subjects strategically conformed to the dominant gender order, so as to serve personal needs, and to compromise contrasting subject positions.

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“…Some researchers have also documented how masculine computer culture intertwines with unjust social practices to shortchange women and girls in the computer arena (Bullen & Kenway, 2002;Jenson & Brushwood Rose, 2003;Littleton & Hoyles, 2002). Although women are online more often than their male counterparts, they are far less likely to acquire educational credentials that allow them to direct the technology in more sophisticated ways.…”

Section: Yeah (Cw)mentioning

confidence: 99%

Revisiting The Great White North?

Lund¹,

Carr²

2015

Transgressions

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This book series is dedicated to the radical love and actions of Paulo Freire, Jesus "Pato" Gomez, and Joe L. Kincheloe. TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATIONCultural studies provides an analytical toolbox for both making sense of educational practice and extending the insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection of cultural studies and education. The editors and the authors of this series do not assume that the interaction of cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative. The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that have for too long undermined efforts to think of educational practices by providing other words, new languages, and fresh metaphors. Operating in an interdisciplinary cosmos, Transgressions: Cultural Studies and Education is dedicated to exploring the ways cultural studies enhances the study and practice of education. With this in mind the series focuses in a non-exclusive way on popular culture as well as other dimensions of cultural studies including social theory, social justice and positionality, cultural dimensions of technological innovation, new media and media literacy, new forms of oppression emerging in an electronic hyperreality, and postcolonial global concerns. With these concerns in mind cultural studies scholars often argue that the realm of popular culture is the most powerful educational force in contemporary culture. Indeed, in the twenty-first century this pedagogical dynamic is sweeping through the entire world. Educators, they believe, must understand these emerging realities in order to gain an important voice in the pedagogical conversation.Without an understanding of cultural pedagogy's (education that takes place outside of formal schooling) role in the shaping of individual identity -youth identity in particular -the role educators play in the lives of their students will continue to fade. Why do so many of our students feel that life is incomprehensible and devoid of meaning? What does it mean, teachers wonder, when young people are unable to describe their moods, their affective affiliation to the society around them. Meanings provided young people by mainstream institutions often do little to help them deal with their affective complexity, their difficulty negotiating the rift between meaning and affect. School knowledge a...

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Women@Work: Listening to gendered relations of power in teachers' talk about new technologies

Cited by 25 publications

References 9 publications

Explaining different types of computer use among primary school teachers

Explaining different types of computer use among primary school teachers

Between a rock and a hard place: women and computer technology

Revisiting The Great White North?

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