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.
Cited ByView References & Citations Map
Gender differences in learning styles: Nurturing a gender and style sensitive computer science classroom
Wilfred Lau, Allan Yuen & Allan Yuen
Australasian Journal of Educational Technology Vol. 26, No. 7 (Jan 01, 2010)
Computer Use among Turkish Middle School Pupils: Identifying Gender Differences in Attitudes Towards Computers
Pinar Bayhan & Rafet Firat Sipal, Hacettepe University, Turkey; Bedriye Tugba Karaaslan, Ankara University, Turkey
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 2510–2517
Pinar Bayhan & Firat Sipal, Hacettepe University, Turkey
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5003–5010
New Learning Environments and Equality of Opportunity at the University. Literature Review and Questions for Further Research
Hilde De Wilde, Catholic University Leuven, Belgium
EdMedia + Innovate Learning 2004 (2004) pp. 5413–5418
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.