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Gendered access to and uses of information and communication technologies (ICTs) in South Africa: higher education experiences in the Western Cape
PROCEEDINGS

, University of Cape Town, South Africa

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Research about gender differences in computer access and use is contradictory. At one level it has been suggested that the gap between male and female use of ICTs no longer exists; at another that the differences have become more subtle. This paper reports a survey of 6 577 higher education students' and 515 academic staff' s access to and use of computers in five South African universities. A macro level analysis revealed no gender differences. However closer investigation revealed more subtle but distinct differences relating to practical access and personal agency, specifically autonomy, time, confidence, and interest. Disciplinary, socio-economic and aged-related differences also emerged. Overall, we conclude that gender difference in ICT access and use is a complex and multi-dimensional factor of digital exclusion and inclusion

Citation

Brown, C. (2006). Gendered access to and uses of information and communication technologies (ICTs) in South Africa: higher education experiences in the Western Cape. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 31-38). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2020 from .

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