The digital divide: the special case of gender Cooper, J. (2007). The digital divide: The special case of gender.  Journal...
Summary <ul><li>A gender digital divide disadvantages women because the best opportunities in technology go to a dispropor...
Summary – Research Indicates: <ul><li>Women own and use computers less than men. </li></ul><ul><li>Women take fewer techno...
Summary – The Gender Divide through time and the world. <ul><li>Computer anxiety has been shown to plague more women than ...
Summary – Let’s Break it down: Gender Stereotype <ul><li>Competitive, violent and adventure games (“boy-toy games”)  cause...
Summary – Gender Stereotype <ul><li>Girls prefer software prepared as a learning tool. </li></ul><ul><li>Boys prefer softw...
Summary – Gender specific attibutional patterns  <ul><li>Boys believe any success they achieve while using technology is m...
Summary - Gender specific attibutional patterns  <ul><li>Studies have shown girls’ self-concept of their math ability is m...
Summary – Self-fulfilling prophecy <ul><li>It’s well understood that teachers can actually produce the behavior in their s...
Summary – Stereotype threat <ul><li>The “confident and able girl is still at risk of succumbing to the negative consequenc...
Summary – Stereotype threat and computer performance study <ul><li>High school females identified by gender on a computer ...
Summary – Let’s Put the Pieces Together <ul><li>Gender stereotype </li></ul><ul><li>Leads to:  </li></ul><ul><li>Gender-sp...
Summary – Even the Playing Field: Suggestions for Change <ul><li>Educational software that is gender neutral – or provide ...
Upcoming SlideShare
Loading in …5
×

Digital Divide: The Special Case of Gender

2,183 views

Published on

This slideshare summarizes the article: 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.

Published in: Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,183
On SlideShare
0
From Embeds
0
Number of Embeds
21
Actions
Shares
0
Downloads
41
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Digital Divide: The Special Case of Gender

  1. 1. 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
  2. 2. Summary <ul><li>A gender digital divide disadvantages women because the best opportunities in technology go to a disproportional high percentage of men. </li></ul><ul><li>As technology in the workplace continues to grow, there is evidence that the gender divide will continue to grow. </li></ul>
  3. 3. Summary – Research Indicates: <ul><li>Women own and use computers less than men. </li></ul><ul><li>Women take fewer technology courses. </li></ul><ul><li>Women do not enjoy using computers as much as men. </li></ul><ul><li>Women are less like to graduate with degrees in Information Technology. </li></ul><ul><li>Boys have more positive attitudes towards computers as early as kindergarten. </li></ul>
  4. 4. Summary – The Gender Divide through time and the world. <ul><li>Computer anxiety has been shown to plague more women than men since at least 1980, and continues today. </li></ul><ul><li>The gender divide is evident worldwide. </li></ul>
  5. 5. Summary – Let’s Break it down: Gender Stereotype <ul><li>Competitive, violent and adventure games (“boy-toy games”) cause anxiety and withdrawal for most girls. </li></ul><ul><li>When using a gender-neutral game to teach the same skills, girls and boys do equally well. </li></ul><ul><li>Studies show more negative attitudes and anxiety towards computers among women of all ages. </li></ul><ul><li>(EXCEPT in situations where there were no males present or in private – very interesting indeed!) </li></ul>
  6. 6. Summary – Gender Stereotype <ul><li>Girls prefer software prepared as a learning tool. </li></ul><ul><li>Boys prefer software prepared as a game. </li></ul><ul><li>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. </li></ul>
  7. 7. Summary – Gender specific attibutional patterns <ul><li>Boys believe any success they achieve while using technology is more likely due to their ability. </li></ul><ul><li>Girls believe any success they achieve while using technology is more likely due to effort or luck. </li></ul><ul><li>Boys are more likely to believe any failure is due to bad luck or lack of trying. </li></ul><ul><li>Girls are more likely to believe any failure is due to their own ability – OUCH! </li></ul>
  8. 8. Summary - Gender specific attibutional patterns <ul><li>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. </li></ul><ul><li>Parents are likely reinforce the notion that success with technology is due to boys’ abilities, and girls’ luck or effort. </li></ul>
  9. 9. Summary – Self-fulfilling prophecy <ul><li>It’s well understood that teachers can actually produce the behavior in their students that they hold about them. </li></ul><ul><li>This means: teachers who believe girls dislike computers or are not good with them will teach to the boys interest and preferences. </li></ul>
  10. 10. Summary – Stereotype threat <ul><li>The “confident and able girl is still at risk of succumbing to the negative consequence of the stereotype.” p. 329 </li></ul><ul><li>How is this possible? </li></ul><ul><li>Girls are aware when there’s a stereotype and put themselves under more pressure. </li></ul><ul><li>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! </li></ul>
  11. 11. Summary – Stereotype threat and computer performance study <ul><li>High school females identified by gender on a computer graphing test did significantly worse than females identified by a student number. </li></ul><ul><li>“ 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 </li></ul>
  12. 12. Summary – Let’s Put the Pieces Together <ul><li>Gender stereotype </li></ul><ul><li>Leads to: </li></ul><ul><li>Gender-specific attributional patterns </li></ul><ul><li>And </li></ul><ul><li>Stereotype threat </li></ul><ul><li>Leading to </li></ul><ul><li>Computer Anxiety </li></ul><ul><li>Which Contributes to the Gender Divide </li></ul>
  13. 13. Summary – Even the Playing Field: Suggestions for Change <ul><li>Educational software that is gender neutral – or provide software that appeals to girls. </li></ul><ul><li>Provide opportunities for girls to work with computers in small all-girl settings. </li></ul><ul><li>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. </li></ul><ul><li>Focus on females in technology as role models. </li></ul>

×