Women working in ICT: situation and possibilities of progress in Catalonia and Spain

Bosch, Núria Vergés; Freude, Leon; Samaranch, Elisabet Almeda; Ramos, Ana M. González

doi:10.1080/09718524.2021.1969783

Cited by 8 publications

(8 citation statements)

References 38 publications

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“…Even when women study STEM subjects, they come up against a glass ceiling preventing them from reaching senior positions. ICT companies require long hard working days with almost unlimited availability on the part of workers, which is incompatible with the inflexibility of care work and achieving a work-life balance (Rodríguez-Modroño et al 2022;Vergés Bosch et al 2021). The digital gender divide becomes even more pronounced when it comes to women as creators of technology or software developers.…”

Section: From the Digital Gender Divide To Women's Digital Inclusionmentioning

confidence: 99%

“…Although the 2030 Digital Compass has set the target for the EU to have 20 million ICT specialists in employment by 2030, with a convergence between women and men (European Commission 2021a; 2030). Gender inequalities remain and generate equity and efficiency problems that hamper economic growth and welfare for all, but especially for women (Vergés Bosch et al 2021). While a number of positive policy developments may be noted, major challenges remain if gender parity in the digital world of work is to be achieved.…”

Section: From the Digital Gender Divide To Women's Digital Inclusionmentioning

confidence: 99%

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Measuring the digital inclusion of women: a poset-based approach to the women in digital scoreboard

Damiani

Rodríguez-Modroño

2023

Qual Quant

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The participation of women in digital society is essential to achieving the objectives of Agenda 2030 and an essential component in the EU strategy for the digital transition. This article applies a poset-based approach to the European Women in Digital (WiD) Scoreboard, to examine the digital inclusion of women in EU Member States and in the UK. The poset methodology enables us to identify the most significant indicators for each of the dimensions of the Scoreboard, considering the EU-28 as well as different clusters of countries, and to construct a new ranking that deals with the shortcomings of the aggregative approaches, the pre-treatment of data and the full compensability effect generated by arithmetic means. Our results show that two indicators, STEM graduates and the unadjusted pay gap, are the most significant for achieving the digital inclusion of women. Our research contributes to better understanding the dynamics and the factors facilitating the digital inclusion of women in the EU-28 Member States, providing a clustering of EU countries into four performance groups depending on the digital inclusion of women. It also contributes to the design of more targeted and effective policies for integrating gender equality into the EU digital transition strategy.

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Section: From the Digital Gender Divide To Women's Digital Inclusionmentioning

confidence: 99%

Section: From the Digital Gender Divide To Women's Digital Inclusionmentioning

confidence: 99%

Measuring the digital inclusion of women: a poset-based approach to the women in digital scoreboard

Damiani

Rodríguez-Modroño

2023

Qual Quant

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“…In this teaching innovation project, university students design and implement a workshop based on class contents to high school students. In our optional undergrad course Sociology of Genders of 3 ECTS our students already participated offering workshops on Gender and Substance (ab)use ( [48]) as well as boosting women's presence in ICT ( [49]) where they are underrepresented ( [50]).…”

Section: Service-learning In the Teaching Of Sociologymentioning

confidence: 99%

Raising Awareness and Combatting Digital Gender Based Violence Through Service-Learning

Ortiz¹,

Freude²,

Samaranch³

et al. 2022

INTED2022 Proceedings

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Digital Gender Based Violence (DGBV) is a growing social problem and affects especially younger people. DGBV describes any kind of Gender Based Violence (GBV) related with new Information and Communication Technologies. To combat DGBV we designed the teaching innovation project "Digital gender-based violence: learning from feminisms" aiming to contribute to the eradication of digital sexist violence in order to promote healthy digital relationships. The project is part of the broader Service Learning project of the University of Barcelona "Sharing Ideas -University goes to High school": In the classes at University, students will learn the curriculum specific content, to develop a workshop to be implemented in short sessions with high school students.We implement the project at the University of Barcelona in the subjects Social Control (6 ECTS, compulsory) and Sociology of Genders (3 ECTS, optional) of the Sociology Bachelor. Beside the high schools, the project also involves the feminist third sector organization Alia complementing the university students' training on DGBV. The different actors involved underline the inter-institutional character of the project. The project is a special Service Learning experience as it applies feminist research and teaching methodologies, emphasizing social transformation of gender inequalities.For our project, we share our research results on DGBV with our students in order to enable them to identify and recognize what are DGBV and why they occur. Therefor we expose our own research answering the following questions: what profiles are most affected? What are the profiles of the aggressors? What are the survivors' reactions on DGBV and how do they evaluate them? For the introductory sessions, we count with the support of the third sector association Alia. The main objective of these activities is to raise the awareness of existing DGBV between adolescents and young people. In addition, we aim to share tools to protect themselves from DGBV as well as to deal with DGBV in order to finally eradicate DGBV.We wonder if the project achieves its goals: Do university students acquire new content at class? Are the contents we provide university students with helpful in order to prepare the workshops at school? What are the additional contents and competences acquired during the workshops at school? Do the high school students benefit from the workshop in terms of contents and competences? We also assess gender differences taking into account gender and paying specially attention to non-binary identified persons.In order to assess these research questions, we consider observation of the sessions, students' reflections (qualitative) as well as a quantitative questionnaire.

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“…Given data availability, this study explores gender differences in moderating the effects of online listening responses and identifies a weaker effect of online listening responses for women than men. Such differences underscore the need for gender teaching methodology in which both online interfaces (including course discussion forum interfaces) and teaching methodology can be amplified to enhance female participation, self-efficacy of e-learning technologies and the ultimate learning effectiveness (Knobloch, 2020;Verg es Bosch et al, 2021a). Thus, future research could identify and empirically confirm channels that augment online interfaces and teaching methodology to ensure gender equality.…”

Section: Limitation and Further Researchmentioning

confidence: 99%

“…For example, women may be more distracted in remote learning because of their family duties. Further, feminist consciousness and empowerment through education, may affect women's online engagement and online learning effectiveness (Vergés Bosch et al. , 2021a, b).…”

Section: Theoretical Background and Research Hypothesesmentioning

confidence: 99%

Online listening responses and e-learning performance

Wang

et al. 2022

ITP

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PurposeThis research investigates the impact of learners' non-substantive responses in online course forums, referred to as online listening responses, on e-learning performance. A common type of response in online course forums, online listening responses consist of brief, non-substantive replies/comments (e.g. “agree,” “I see,” “thank you,” “me too”) and non-textual inputs (e.g. post-voting, emoticons) in online discussions. Extant literature on online forum participation focuses on learners' active participation with substantive inputs and overlooks online listening responses. This research, by contrast, stresses the value of online listening responses in e-learning and their heterogeneous effects across learner characteristics. It calls for recognition and encouragement from online instructors and online forum designers to support this activity.Design/methodology/approachThe large-scale proprietary dataset comes from a leading MOOC (massive open online courses) platform in China. The dataset includes 68,126 records of learners in five MOOCs during 2014–2018. An ordinary least squares model is used to analyze the data and test the hypotheses.FindingsOnline listening responses in course forums, along with learners' substantive inputs, positively influence learner performance in online courses. The effects are heterogeneous across learner characteristics, being more prominent for early course registrants, learners with full-time jobs and learners with more e-learning experience, but weaker for female learners.Originality/valueThis research distinguishes learners' brief, non-substantive responses (online listening responses) and substantive inputs (online speaking) as two types of active participation in online forums and provides empirical evidence for the importance of online listening responses in e-learning. It contributes to online forum research by advancing the active-passive dichotomy of online forum participation to a nuanced classification of learner behaviors. It also adds to e-learning research by generating insights into the positive and heterogeneous value of learners' online listening responses to e-learning outcomes. Finally, it enriches online listening research by introducing and examining online listening responses, thereby providing a new avenue to probe online discussions and e-learning performance.

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Women working in ICT: situation and possibilities of progress in Catalonia and Spain

Cited by 8 publications

References 38 publications

Measuring the digital inclusion of women: a poset-based approach to the women in digital scoreboard

Measuring the digital inclusion of women: a poset-based approach to the women in digital scoreboard

Raising Awareness and Combatting Digital Gender Based Violence Through Service-Learning

Online listening responses and e-learning performance

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