The digital divide: the special case of gender Cooper, J. (2007). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 23. p. 320-334. Summary

Summary A gender digital divide disadvantages women because the best opportunities in technology go to a disproportional high percentage of men. As technology in the workplace continues to grow, there is evidence that the gender divide will continue to grow.

A gender digital divide disadvantages women because the best opportunities in technology go to a disproportional high percentage of men.

As technology in the workplace continues to grow, there is evidence that the gender divide will continue to grow.

Summary – Research Indicates: Women own and use computers less than men. Women take fewer technology courses. Women do not enjoy using computers as much as men. Women are less like to graduate with degrees in Information Technology. Boys have more positive attitudes towards computers as early as kindergarten.

Women own and use computers less than men.

Women take fewer technology courses.

Women do not enjoy using computers as much as men.

Women are less like to graduate with degrees in Information Technology.

Boys have more positive attitudes towards computers as early as kindergarten.

Summary – The Gender Divide through time and the world. Computer anxiety has been shown to plague more women than men since at least 1980, and continues today. The gender divide is evident worldwide.

Computer anxiety has been shown to plague more women than men since at least 1980, and continues today.

The gender divide is evident worldwide.

Summary – Let’s Break it down: Gender Stereotype Competitive, violent and adventure games (“boy-toy games”) cause anxiety and withdrawal for most girls. When using a gender-neutral game to teach the same skills, girls and boys do equally well. Studies show more negative attitudes and anxiety towards computers among women of all ages. (EXCEPT in situations where there were no males present or in private – very interesting indeed!)

Competitive, violent and adventure games (“boy-toy games”) cause anxiety and withdrawal for most girls.

When using a gender-neutral game to teach the same skills, girls and boys do equally well.

Studies show more negative attitudes and anxiety towards computers among women of all ages.

(EXCEPT in situations where there were no males present or in private – very interesting indeed!)

Summary – Gender Stereotype Girls prefer software prepared as a learning tool. Boys prefer software prepared as a game. Programmes written for students (mix of girls and boys) are much more like the ones written specifically for boys than the ones written specifically for girls.

Girls prefer software prepared as a learning tool.

Boys prefer software prepared as a game.

Programmes written for students (mix of girls and boys) are much more like the ones written specifically for boys than the ones written specifically for girls.

Summary – Gender specific attibutional patterns Boys believe any success they achieve while using technology is more likely due to their ability. Girls believe any success they achieve while using technology is more likely due to effort or luck. Boys are more likely to believe any failure is due to bad luck or lack of trying. Girls are more likely to believe any failure is due to their own ability – OUCH!

Boys believe any success they achieve while using technology is more likely due to their ability.

Girls believe any success they achieve while using technology is more likely due to effort or luck.

Boys are more likely to believe any failure is due to bad luck or lack of trying.

Girls are more likely to believe any failure is due to their own ability – OUCH!

Summary - Gender specific attibutional patterns Studies have shown girls’ self-concept of their math ability is more likely to match their parents perceptions than their actual ability. We can expect similar perceptions about technology use. Parents are likely reinforce the notion that success with technology is due to boys’ abilities, and girls’ luck or effort.

Studies have shown girls’ self-concept of their math ability is more likely to match their parents perceptions than their actual ability. We can expect similar perceptions about technology use.

Parents are likely reinforce the notion that success with technology is due to boys’ abilities, and girls’ luck or effort.

Summary – Self-fulfilling prophecy It’s well understood that teachers can actually produce the behavior in their students that they hold about them. This means: teachers who believe girls dislike computers or are not good with them will teach to the boys interest and preferences.

It’s well understood that teachers can actually produce the behavior in their students that they hold about them.

This means: teachers who believe girls dislike computers or are not good with them will teach to the boys interest and preferences.

Summary – Stereotype threat The “confident and able girl is still at risk of succumbing to the negative consequence of the stereotype.” p. 329 How is this possible? Girls are aware when there’s a stereotype and put themselves under more pressure. The pressure and will to prove themselves, makes it more likely girls will make a mistake – and this is even more upsetting because girls fear the stereotype being proven true!

The “confident and able girl is still at risk of succumbing to the negative consequence of the stereotype.” p. 329

How is this possible?

Girls are aware when there’s a stereotype and put themselves under more pressure.

The pressure and will to prove themselves, makes it more likely girls will make a mistake – and this is even more upsetting because girls fear the stereotype being proven true!

Summary – Stereotype threat and computer performance study High school females identified by gender on a computer graphing test did significantly worse than females identified by a student number. “ The implication of these findings is that the mere knowledge of a stereotype that holds that girls are not good at computers causes girls to suffer stress when learning from a computer and leads to decrements in computer performance . . . At least when their identify as females is made salient.” p. 331

High school females identified by gender on a computer graphing test did significantly worse than females identified by a student number.

“ The implication of these findings is that the mere knowledge of a stereotype that holds that girls are not good at computers causes girls to suffer stress when learning from a computer and leads to decrements in computer performance . . . At least when their identify as females is made salient.” p. 331

Summary – Let’s Put the Pieces Together Gender stereotype Leads to: Gender-specific attributional patterns And Stereotype threat Leading to Computer Anxiety Which Contributes to the Gender Divide

Gender stereotype

Leads to:

Gender-specific attributional patterns

And

Stereotype threat

Leading to

Computer Anxiety

Which Contributes to the Gender Divide

Summary – Even the Playing Field: Suggestions for Change Educational software that is gender neutral – or provide software that appeals to girls. Provide opportunities for girls to work with computers in small all-girl settings. Parents and teachers consciously facilitate and guide girls to view success with computers as more related to their ability – and to failure using computers more to poor luck or their lack of effort. Focus on females in technology as role models.

Educational software that is gender neutral – or provide software that appeals to girls.

Provide opportunities for girls to work with computers in small all-girl settings.

Parents and teachers consciously facilitate and guide girls to view success with computers as more related to their ability – and to failure using computers more to poor luck or their lack of effort.

Focus on females in technology as role models.