
Can Technology Help Teachers and Students Break Down Gender Stereotypes?
PROCEEDINGS
Alice A. Christie, Arizona State University West ; MORE INFO, ON CD-ROM
Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This desescriptive study of elementary school children analyzes naturalistic data from six sources to answer the question, “How does gender interface with computers and telecommunications?” Data included field notes based on six months of participation and observation, 750 pages of email messages, daily logs and newsletters by the children, and transcripts of interviews. A feminist perspective informed the analysis. Analysis seemed to warrant three claims: both girls and boys used technology to confirm gender stereotypes, both girls and boys used technology to defy gender stereotypes, and gender biases in classroom interactions are more invisible and more difficult to eliminate than expected. A feminist perspective is essential in this struggle, but insufficient for eliminating the culturally-embedded, long-standing gender-biases pervading our schools and lives.
Citation
Christie, A.A. & INFO, M. (1996). Can Technology Help Teachers and Students Break Down Gender Stereotypes?. In B. Robin, J. Price, J. Willis & D. Willis (Eds.), Proceedings of SITE 1996--Society for Information Technology & Teacher Education International Conference (pp. 63-67). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 12, 2021 from https://www.learntechlib.org/primary/p/46728/.
References
View References & Citations Map- Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
- Bryson, M., & De Castell, S. (1995). Sexing the texts of educational technology. In J. Gaskell & J. Willinsky (Eds.), Gender in/forms curriculum: From enrichment to transformation (pp. 1-22). New York: Teachers College Press.
- Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge: Harvard University Press.
- Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter.
- Kramarae, C., & Treichler, P.A. (1990). Power relationships in the classroom. In S.L. Gabriel& I. Smithson (Eds.), Gender in the classroom (pp. 41-59). Urbana: University of Illinois
- Maher, F. (1985). Classroom pedagogy and the new scholarship on women. In M. Culley & C. Portuges (Eds.), Gendered subjects: The dynamics of feminist teaching. Boston: Routledge & Kegan Paul.
- Morse, F.K., & Daiute, C. (1992, April). I LIKE computers vs. I LIKERT computers: Rethinking methods for assessing the gender gap in computing (Research Rep. No. ED 349 939). American Educational Research Association Conference, San Francisco.
- Sadker, M., & Sadker, D. (1986). Sexism in the classroom: From grade school to graduate school. Phi Delta Kappan, 67(7), 512-515.
- Sadker, M., & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. New York: Simon& Schuster.
- Selfe, C.L. (1990). English teachers and the humanization of computers: Networking communities of readers and writers. In G.E. Hawisher& A.O. Soter (Eds.), On literacy and its teaching (pp. 175-190). Albany, NY: State University of
- Turkle, S. (1984). The second self: Computers and the human spirit. New York: Simon& Schuster.
- Turkle, S., & Papert, S. (1990). Epistemological pluralism: Styles and voices within the computer culture. SIGNS Magazine, 16(1), 128-157.
- Walkerdine, V. (1990). Schoolgirl fictions. London: Verso.
- West, C., & Zimmerman, D.H. (1987). Doing gender. Gender& Society, 1(2), 125-151. Alice A. Christie teaches at Arizona State University West, 4701 W. Thunderbird Road, PO Box 37100, Phoenix, AZ 85069-7100. Phone: (602) 543-6338. FAX: (602) 5436350.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References