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Information technology and gender equality: A contradiction in terminis?


Computers & Education Volume 28, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd


Using the data source of the Computers in Education (Comped) study, carried out under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), the status of gender and computer use in education in a number of countries has been investigated. The findings in this study indicate that the concern about gender equity expressed by many educational practitioners are right. Females know less about information technology, enjoy using the computer less than male students, and perceive more problems with software. Possible causes of this are differences in parental support, access to computers, amount of female role models and activities carried out with computers in school. Gender differences are being found both outside and inside schools. This means that both teachers and parents have to be made aware of this as a starting point for proper action. Schools rarely have a policy concerning gender issues; and when it exists, it is not directed to parents as well. The U.S.A. is the most “gender equal” country of the countries examined.


Reinen, I.J. & Plomp, T. (1997). Information technology and gender equality: A contradiction in terminis?. Computers & Education, 28(2), 65-78. Elsevier Ltd. Retrieved August 23, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

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