Recognizing (Almost) Invisible Gender Bias in Technology Use and Teacher-Student Interactions
Alice Christie, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper examines my role as teacher/researcher in perpetuating or trying to eliminate gender bias from my interactions with elementary school students. This descriptive study of a teacher/researcher interacting with students analyzes naturalistic data to answer the question, "How does a teacher/researcher perpetuate or disallow differential treatment of the students based on gender considerations?" Data included extensive email messages between myself and the students and video recordings of classroom interactions. Analysis of the data indicated that gender biases are more invisible and more difficult to eliminate than expected. Even in a classroom firmly grounded in feminist pedagogy, gender bias was almost impossible to eliminate. A feminist perspective informed the analysis.
Christie, A. (2005). Recognizing (Almost) Invisible Gender Bias in Technology Use and Teacher-Student Interactions. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 742-749). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).