Gendering the ICT curriculum: The paradox of choice
Computers & Education Volume 53, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
This paper looks at the ICT (information and communication technology) curriculum in New Zealand secondary schools and gendered participation patterns in different specialist ICT subjects. New Zealand has a permissive ICT curriculum, comprising a variety of subjects and characterised by choice and variation in the curriculum in practice at the local level. The data that are reported include results of (i) a national questionnaire survey of secondary schools, and (ii) a qualitative case study conducted in a large, co-educational New Zealand secondary school and involving classroom observations and interviews with teachers and students. It is suggested that the permissiveness of the curriculum, which ostensibly caters for the needs of students by providing choices, may, in some circumstances, effectively reinforce gender stereotypes relating to computer interests and practices. This is a paradox of choice. Questions are raised about the nature of the ICT curriculum in New Zealand and how it may contribute to or challenge gender stereotypes, future curriculum developments and, more broadly, how we can account for persistent gendered participation patterns in ICT subjects in schools.
Abbiss, J. (2009). Gendering the ICT curriculum: The paradox of choice. Computers & Education, 53(2), 343-354. Elsevier Ltd.
- case studies
- Computer Attitudes
- country-specific developments
- Course Selection (Students)
- curriculum development
- Foreign Countries
- gender differences
- Gender Studies
- Information and Communication Technology
- information technology
- National Surveys
- secondary education
- Secondary School Curriculum
- Sex Stereotypes
- student participation
Cited ByView References & Citations Map
Swati Mehta, Jonathan Good, Phil Sands, Aman Yadav & Sarah Gretter, Michigan State University, United States; Janice Levenhagen-Seeley, ChickTech, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 372–378
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