This presentation will explore one aspect of the Digital Divide, discussed in recent literature with regards to gender differences in how information and communication technologies are utilised and accessed by both sexes. It has been found that women are underrepresented in information and communication technology (ICT) higher education courses as well as the Information Technology (IT) industry in Australia. This has the resultant effect of creating a skills shortage and gender inequality in an ever expanding knowledge & computer based society. Policies regarding the Australian economy are shifting their focus to creating green ICT related jobs which will require more technical computer skills. Therefore it is imperative that the IT sector considers leveraging all kinds of diversity, especially gender diversity, to not only increase their productivity but to facilitate innovation of ICT’s and market them to an equally diverse society. To exclude women whether intentionally or other from this important industry is to the detriment of not only that industry but all of society
Gender Inequality is one of the most common topics given in presentations in schools and colleges. this ppt can be used to explain the content and analyze the causes of gender Inequality.
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
This document discusses gender studies and related topics. It defines gender as the range of characteristics pertaining to masculinity and femininity, which may include biological sex, social structures, or gender identity. Gender is socially learned behavior based on expectations of men and women. Gender studies is defined as the interdisciplinary study of gender identity and representation. Key topics covered include the differences between sex and gender, gender symbols, stereotypes and biases, and the importance of understanding gender to promote equality.
The document discusses the status and treatment of women in India throughout history. It notes that while women had equal status with men in ancient times, their status deteriorated during the medieval period with practices like child marriage and sati becoming common. In modern India, women have achieved high political positions but still face many issues including crimes like acid attacks, dowry demands, child marriage, domestic violence, and sexual harassment. The document outlines some of the historical practices affecting women and ongoing concerns regarding their health, safety, and well-being.
Gender discrimination in India has existed for generations due to the culture which promotes practices like dowry, child marriage, and preference for men. This has led to exploitation and killing of women, especially in rural areas. Lack of education and political participation for women along with male-dominated society norms have further promoted discrimination. While laws have been passed to promote equal rights, discrimination continues in many forms such as female feticide, lower literacy and work participation rates for women, and high rates of violence against women. There is a need for change in mindsets and more support for women's empowerment to remove gender inequality in India.
This document summarizes a presentation on women empowerment in India. It discusses how women had equal status in ancient India but their status declined with foreign invasions and the medieval period. It highlights the importance of empowering women for family and economic development. While conditions are improving in urban areas, rural women still face challenges including sexual inequality, lack of education, safety issues, and practices like dowry and child marriage. The presentation outlines ways to overcome these challenges through education, creating safe environments, social support, and removing discriminatory practices. It recognizes the achievements of women who have succeeded in different fields despite difficulties.
This document discusses discrimination against women globally. It describes several types of discrimination women face, including social (traditional gender roles), labor (access to jobs and equal pay), sexual (as sexual symbols), aesthetic (beauty standards), educational, and freedom to make their own decisions. Specific examples of discrimination against women are provided for Spain, Africa, and Asia. In Spain, domestic violence against women is highlighted. In Africa, women have little autonomy and face harsher punishments under the law. In Asia, sex-selective abortion, focus on women's beauty and domestic roles, and lack of education opportunities discriminate against women.
Gender Inequality is one of the most common topics given in presentations in schools and colleges. this ppt can be used to explain the content and analyze the causes of gender Inequality.
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
This document discusses gender studies and related topics. It defines gender as the range of characteristics pertaining to masculinity and femininity, which may include biological sex, social structures, or gender identity. Gender is socially learned behavior based on expectations of men and women. Gender studies is defined as the interdisciplinary study of gender identity and representation. Key topics covered include the differences between sex and gender, gender symbols, stereotypes and biases, and the importance of understanding gender to promote equality.
The document discusses the status and treatment of women in India throughout history. It notes that while women had equal status with men in ancient times, their status deteriorated during the medieval period with practices like child marriage and sati becoming common. In modern India, women have achieved high political positions but still face many issues including crimes like acid attacks, dowry demands, child marriage, domestic violence, and sexual harassment. The document outlines some of the historical practices affecting women and ongoing concerns regarding their health, safety, and well-being.
Gender discrimination in India has existed for generations due to the culture which promotes practices like dowry, child marriage, and preference for men. This has led to exploitation and killing of women, especially in rural areas. Lack of education and political participation for women along with male-dominated society norms have further promoted discrimination. While laws have been passed to promote equal rights, discrimination continues in many forms such as female feticide, lower literacy and work participation rates for women, and high rates of violence against women. There is a need for change in mindsets and more support for women's empowerment to remove gender inequality in India.
This document summarizes a presentation on women empowerment in India. It discusses how women had equal status in ancient India but their status declined with foreign invasions and the medieval period. It highlights the importance of empowering women for family and economic development. While conditions are improving in urban areas, rural women still face challenges including sexual inequality, lack of education, safety issues, and practices like dowry and child marriage. The presentation outlines ways to overcome these challenges through education, creating safe environments, social support, and removing discriminatory practices. It recognizes the achievements of women who have succeeded in different fields despite difficulties.
This document discusses discrimination against women globally. It describes several types of discrimination women face, including social (traditional gender roles), labor (access to jobs and equal pay), sexual (as sexual symbols), aesthetic (beauty standards), educational, and freedom to make their own decisions. Specific examples of discrimination against women are provided for Spain, Africa, and Asia. In Spain, domestic violence against women is highlighted. In Africa, women have little autonomy and face harsher punishments under the law. In Asia, sex-selective abortion, focus on women's beauty and domestic roles, and lack of education opportunities discriminate against women.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
1) The document discusses the concept of the "feminization of poverty", which refers to women representing a disproportionate percentage of the world's poor.
2) Key causes of the feminization of poverty include lack of income due to lower wages and care responsibilities for women, as well as gender biases in societies and governments that deprive women of opportunities.
3) Single mother households, who have only two-thirds the income of male-headed households, are particularly at high risk of poverty due to lack of resources.
The document discusses various issues of gender inequality faced by women worldwide, including female infanticide, lack of education for girls, honor killings, wage discrimination, and sexual violence against women in India. It notes that while nature does not discriminate between men and women, socially and culturally women have faced unequal treatment and lack of rights and opportunities. The document advocates for empowering women through education, economic independence, and self-confidence to achieve true equality and allow women to reach their full potential.
The document discusses the portrayal of women in Indian media and the need for more positive depictions. It notes that while women's participation and decision-making has increased in India, overall conditions are still not good. The media often depicts women as religiously intolerant and politically immature. There is a need for more articles on career opportunities, health, entrepreneurship, legal aid, and other services to help empower women and create positive change in society. Positive depictions of women in mass media could help reconstruct social perceptions as the world becomes more globally connected.
This document discusses gender inequality and discrimination against women globally. It provides examples of how women have faced barriers to basic rights like education and property ownership throughout history. While laws now provide equal rights, societal attitudes still favor traditional gender roles in some places. Specific issues discussed include female infanticide in India and China due to preference for boys, lack of access to divorce for women in some countries, and restrictions on women's activities and mobility in places like Saudi Arabia and Kashmir. The document also lists 10 extreme examples of gender inequality around the world.
This document provides an overview of topics related to gender inequality and citizenship. It discusses persistent patterns of inequality such as unequal economic opportunities and differences in political voice between men and women. It also examines definitions of gender equality, criticisms of universal citizenship, and the role of international organizations like the UN and World Bank in advancing gender issues. Case studies are provided on women's representation in politics in different countries and regions. The document argues that while progress has been made, gender discrimination remains a problem worldwide and achieving full equality will require continued efforts from governments and political institutions.
Gender inequality refers to unequal treatment or perceptions of individuals based on their gender, which arises from differences in socially constructed gender roles. Gender relations in India are unequal with respect to power, privilege, and property. To combat gender inequality and promote equality, efforts should be made to offer high-level education to women, increase their employment and involvement in politics and social activities, arrange social protection programs, and generate awareness among parents through scholarships for girls. Workplaces should also provide equal pay and remove barriers to full participation for both women and men while eliminating discrimination based on gender or caring responsibilities.
This document discusses gender equality and gender stereotypes. It begins by defining gender stereotypes as beliefs about the characteristics of males and females. Children learn some stereotypes at a young age, such as girls not being good at sports and boys being messy. It then discusses stereotypes regarding physical appearance, behavior, occupations, and personality traits.
The document defines gender equality as men and women having equal rights, responsibilities, and opportunities without limitations from stereotypes or gender roles. It provides examples of areas where inequality is observed, such as in family, society, religion, and education. For instance, in education boys are often encouraged to study science while girls are pushed toward arts.
Finally, it discusses ways to promote gender
1. Women generally exhibit higher levels of religiosity than men according to surveys. This is referred to as the "feminization of religion".
2. Explanations for this gender difference include women having a lower tolerance for risk, and socialization in patriarchal households leading women to be more religious.
3. Many religions have historically supported gender inequality and associated women with notions like sinfulness. However, Jesus treated women more positively. Debates over practices like the hijab often relate more to power and culture than religion.
This document discusses gender inequality across several domains. It defines gender inequality and outlines 4 themes of feminist theories about its causes. Namely, that inequality results from social organization rather than biology, and that greater equality could be achieved through more egalitarian social structures. It also discusses gender and power dynamics, noting that women and children are often in disadvantaged positions due to factors like physical strength differences and objectification. Finally, it discusses the importance of education for development goals and economic standards, but also notes that schools can reinforce gender roles.
The document discusses the status of women globally and in India based on various social, economic, and political indicators. Some key points:
- Women represent a large percentage of the world's poor and refugees. Their life outcomes generally lag behind men's.
- Women face inequality and discrimination in many areas of life like decision making, access to opportunities, treatment as sex objects, and gender-based violence.
- Women are underrepresented in politics and make up a small percentage of heads of state. Their labor force participation also tends to be in insecure, low-paying jobs.
- Gender gaps persist in India in literacy rates and the child sex ratio, though some indicators have improved over time. Women
Gender inequality has historically disadvantaged women through discrimination and lack of legal rights. Women faced obstacles in professional life, education, healthcare, and political participation. They also experienced high rates of violence. Feminist theories analyze how gender differences, inequality, and oppression impact women's status in society. While progress has been made through movements and legislation, gender inequality persists in many areas around the world today.
This document defines what it means to be transgender and discusses some of the problems transgender people face. It explains that transgender people have a gender identity that differs from their sex assigned at birth. This can cause emotional distress when their body does not match their gender identity. The document also discusses terms related to gender identity, the difference between gender identity and sexual orientation, and some of the challenges transgender people face, such as discrimination, lack of acceptance, and difficulty navigating gendered systems and spaces. It notes that while being transgender can be difficult, advocacy groups and medical professionals can provide transgender people and their families with support.
The document discusses how media portrays and defines gender roles and identity. It outlines how media stereotypes men as masculine and dominant and women as sexual objects that are valued based on their physical appearance. Both genders are subjected to unrealistic standards of beauty and narrow definitions of masculinity and femininity. The media also influences behaviors and perceptions of gender from a young age. While women face objectification and lack of representation in powerful roles, there is also a need for more gender equality in the media industry itself.
It is often said that girls either are not interested in STEM subjects or are left out for various reasons. Some of this “common knowledge” is actually a myth – girls are interested in SOME STEM areas, such as biology, but not others, such as computer science. This session will take a deep dive into these myths and realities to discover what is really attractive to girls in elementary and secondary schools in STEM subjects.
Participants will learn about the Maker Movement and the potential to bring new tools and technology to K-12 classrooms to support hands-on learning across all grades and curriculum – but particularly STEM and STEAM. The implications of the Maker Movement are two-fold. One is that many of the technological inventions support areas that are of particular interest to girls, such as inventions that help people, sewable electronics, e-textiles, bio-materials, and community projects. The second is that the collaborative, tinkering nature of the Maker Movement dovetails with girls ability to work collaboratively and in a connected way. By exploring best practices from schools around the world that have successfully created strong STEM programs for girls, the participants in this session will be able to take away ideas and resources that will be of use in their own schools and districts.
(This was a session presented at ISTE 2015.)
(All citations can be found at http://sylviamartinez.com/girls-stem
The document discusses gender as a social construct and how it relates to educational practice. It explains that gender roles are cultural expectations about appropriate behavior for males and females. Gender bias arises from patriarchal societies that view men as dominant. Educational practices should promote equal access for all genders and prevent gender-based violence through approaches like human rights education and teaching respectful relationships. The goal is to address how social constructions of gender can influence education.
This document discusses gender inequality in India. It notes that gender inequality is deeply ingrained in society and difficult to eradicate. It provides examples of discrimination against women, such as notions that women should not go out at night, are weak, and have limitations. Statistically, India ranks 132 out of 187 countries in terms of gender inequality and has a high maternal mortality rate. Several solutions are proposed to address gender inequality, such as increasing education for girls, raising awareness, establishing women's help lines and cells, and increasing women's participation in politics and the workforce.
This document discusses barriers to women's empowerment in India. It provides an introduction to the topic and outlines the objectives and research questions of the study. The literature review covers concepts of empowerment, dimensions of empowerment, elements of empowerment for women, benefits of empowerment, measurement of women's empowerment, self-help groups, and barriers to women's empowerment. The research methodology section describes the research design, study variables, data collection instruments, sampling techniques, study population, and data analysis plan.
Science and technology are fundamental factors in the growth and development of every society. Strong STEM (science, technology, engineering and math) education is vital to students’ success in an increasingly technological and global economy. It is a critical building block for exploration, innovation, and the economy, and the catalyst to attack problems affecting the world… and it is a catalyst for jobs. The under-representation of women in STEM fields is a potentially massive loss economically.
Information technology (IT) refers to computing technologies like networking, hardware, software, the internet, and people who work with these technologies. While IT has automated and increased the effectiveness of business functions, it has also led to some negative impacts:
IT can reduce the number of jobs as a few people can do the work of many, increasing unemployment. It also raises privacy issues as personal information can become publicly available, and lack of job security as skills must constantly be updated. Implementation of new technologies is also very expensive for industries.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
1) The document discusses the concept of the "feminization of poverty", which refers to women representing a disproportionate percentage of the world's poor.
2) Key causes of the feminization of poverty include lack of income due to lower wages and care responsibilities for women, as well as gender biases in societies and governments that deprive women of opportunities.
3) Single mother households, who have only two-thirds the income of male-headed households, are particularly at high risk of poverty due to lack of resources.
The document discusses various issues of gender inequality faced by women worldwide, including female infanticide, lack of education for girls, honor killings, wage discrimination, and sexual violence against women in India. It notes that while nature does not discriminate between men and women, socially and culturally women have faced unequal treatment and lack of rights and opportunities. The document advocates for empowering women through education, economic independence, and self-confidence to achieve true equality and allow women to reach their full potential.
The document discusses the portrayal of women in Indian media and the need for more positive depictions. It notes that while women's participation and decision-making has increased in India, overall conditions are still not good. The media often depicts women as religiously intolerant and politically immature. There is a need for more articles on career opportunities, health, entrepreneurship, legal aid, and other services to help empower women and create positive change in society. Positive depictions of women in mass media could help reconstruct social perceptions as the world becomes more globally connected.
This document discusses gender inequality and discrimination against women globally. It provides examples of how women have faced barriers to basic rights like education and property ownership throughout history. While laws now provide equal rights, societal attitudes still favor traditional gender roles in some places. Specific issues discussed include female infanticide in India and China due to preference for boys, lack of access to divorce for women in some countries, and restrictions on women's activities and mobility in places like Saudi Arabia and Kashmir. The document also lists 10 extreme examples of gender inequality around the world.
This document provides an overview of topics related to gender inequality and citizenship. It discusses persistent patterns of inequality such as unequal economic opportunities and differences in political voice between men and women. It also examines definitions of gender equality, criticisms of universal citizenship, and the role of international organizations like the UN and World Bank in advancing gender issues. Case studies are provided on women's representation in politics in different countries and regions. The document argues that while progress has been made, gender discrimination remains a problem worldwide and achieving full equality will require continued efforts from governments and political institutions.
Gender inequality refers to unequal treatment or perceptions of individuals based on their gender, which arises from differences in socially constructed gender roles. Gender relations in India are unequal with respect to power, privilege, and property. To combat gender inequality and promote equality, efforts should be made to offer high-level education to women, increase their employment and involvement in politics and social activities, arrange social protection programs, and generate awareness among parents through scholarships for girls. Workplaces should also provide equal pay and remove barriers to full participation for both women and men while eliminating discrimination based on gender or caring responsibilities.
This document discusses gender equality and gender stereotypes. It begins by defining gender stereotypes as beliefs about the characteristics of males and females. Children learn some stereotypes at a young age, such as girls not being good at sports and boys being messy. It then discusses stereotypes regarding physical appearance, behavior, occupations, and personality traits.
The document defines gender equality as men and women having equal rights, responsibilities, and opportunities without limitations from stereotypes or gender roles. It provides examples of areas where inequality is observed, such as in family, society, religion, and education. For instance, in education boys are often encouraged to study science while girls are pushed toward arts.
Finally, it discusses ways to promote gender
1. Women generally exhibit higher levels of religiosity than men according to surveys. This is referred to as the "feminization of religion".
2. Explanations for this gender difference include women having a lower tolerance for risk, and socialization in patriarchal households leading women to be more religious.
3. Many religions have historically supported gender inequality and associated women with notions like sinfulness. However, Jesus treated women more positively. Debates over practices like the hijab often relate more to power and culture than religion.
This document discusses gender inequality across several domains. It defines gender inequality and outlines 4 themes of feminist theories about its causes. Namely, that inequality results from social organization rather than biology, and that greater equality could be achieved through more egalitarian social structures. It also discusses gender and power dynamics, noting that women and children are often in disadvantaged positions due to factors like physical strength differences and objectification. Finally, it discusses the importance of education for development goals and economic standards, but also notes that schools can reinforce gender roles.
The document discusses the status of women globally and in India based on various social, economic, and political indicators. Some key points:
- Women represent a large percentage of the world's poor and refugees. Their life outcomes generally lag behind men's.
- Women face inequality and discrimination in many areas of life like decision making, access to opportunities, treatment as sex objects, and gender-based violence.
- Women are underrepresented in politics and make up a small percentage of heads of state. Their labor force participation also tends to be in insecure, low-paying jobs.
- Gender gaps persist in India in literacy rates and the child sex ratio, though some indicators have improved over time. Women
Gender inequality has historically disadvantaged women through discrimination and lack of legal rights. Women faced obstacles in professional life, education, healthcare, and political participation. They also experienced high rates of violence. Feminist theories analyze how gender differences, inequality, and oppression impact women's status in society. While progress has been made through movements and legislation, gender inequality persists in many areas around the world today.
This document defines what it means to be transgender and discusses some of the problems transgender people face. It explains that transgender people have a gender identity that differs from their sex assigned at birth. This can cause emotional distress when their body does not match their gender identity. The document also discusses terms related to gender identity, the difference between gender identity and sexual orientation, and some of the challenges transgender people face, such as discrimination, lack of acceptance, and difficulty navigating gendered systems and spaces. It notes that while being transgender can be difficult, advocacy groups and medical professionals can provide transgender people and their families with support.
The document discusses how media portrays and defines gender roles and identity. It outlines how media stereotypes men as masculine and dominant and women as sexual objects that are valued based on their physical appearance. Both genders are subjected to unrealistic standards of beauty and narrow definitions of masculinity and femininity. The media also influences behaviors and perceptions of gender from a young age. While women face objectification and lack of representation in powerful roles, there is also a need for more gender equality in the media industry itself.
It is often said that girls either are not interested in STEM subjects or are left out for various reasons. Some of this “common knowledge” is actually a myth – girls are interested in SOME STEM areas, such as biology, but not others, such as computer science. This session will take a deep dive into these myths and realities to discover what is really attractive to girls in elementary and secondary schools in STEM subjects.
Participants will learn about the Maker Movement and the potential to bring new tools and technology to K-12 classrooms to support hands-on learning across all grades and curriculum – but particularly STEM and STEAM. The implications of the Maker Movement are two-fold. One is that many of the technological inventions support areas that are of particular interest to girls, such as inventions that help people, sewable electronics, e-textiles, bio-materials, and community projects. The second is that the collaborative, tinkering nature of the Maker Movement dovetails with girls ability to work collaboratively and in a connected way. By exploring best practices from schools around the world that have successfully created strong STEM programs for girls, the participants in this session will be able to take away ideas and resources that will be of use in their own schools and districts.
(This was a session presented at ISTE 2015.)
(All citations can be found at http://sylviamartinez.com/girls-stem
The document discusses gender as a social construct and how it relates to educational practice. It explains that gender roles are cultural expectations about appropriate behavior for males and females. Gender bias arises from patriarchal societies that view men as dominant. Educational practices should promote equal access for all genders and prevent gender-based violence through approaches like human rights education and teaching respectful relationships. The goal is to address how social constructions of gender can influence education.
This document discusses gender inequality in India. It notes that gender inequality is deeply ingrained in society and difficult to eradicate. It provides examples of discrimination against women, such as notions that women should not go out at night, are weak, and have limitations. Statistically, India ranks 132 out of 187 countries in terms of gender inequality and has a high maternal mortality rate. Several solutions are proposed to address gender inequality, such as increasing education for girls, raising awareness, establishing women's help lines and cells, and increasing women's participation in politics and the workforce.
This document discusses barriers to women's empowerment in India. It provides an introduction to the topic and outlines the objectives and research questions of the study. The literature review covers concepts of empowerment, dimensions of empowerment, elements of empowerment for women, benefits of empowerment, measurement of women's empowerment, self-help groups, and barriers to women's empowerment. The research methodology section describes the research design, study variables, data collection instruments, sampling techniques, study population, and data analysis plan.
Science and technology are fundamental factors in the growth and development of every society. Strong STEM (science, technology, engineering and math) education is vital to students’ success in an increasingly technological and global economy. It is a critical building block for exploration, innovation, and the economy, and the catalyst to attack problems affecting the world… and it is a catalyst for jobs. The under-representation of women in STEM fields is a potentially massive loss economically.
Information technology (IT) refers to computing technologies like networking, hardware, software, the internet, and people who work with these technologies. While IT has automated and increased the effectiveness of business functions, it has also led to some negative impacts:
IT can reduce the number of jobs as a few people can do the work of many, increasing unemployment. It also raises privacy issues as personal information can become publicly available, and lack of job security as skills must constantly be updated. Implementation of new technologies is also very expensive for industries.
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Brenda started the Creating IT Futures Foundation to help people from disadvantaged backgrounds start careers in information technology. The foundation provides training and certification programs to develop technical skills for in-demand IT jobs that pay living wages and provide opportunities for career growth. Brenda hopes the foundation's model can be adopted by other organizations to help more people enter the IT field, improve their lives and communities through stable, well-paying careers in a growing industry with many job openings.
This document summarizes a research project analyzing the "brogramming" culture in the IT industry and its impact on women. The author conducted a survey of 38 IT workers (21 women and 17 men) and 5 interviews to understand job satisfaction, relationships with coworkers and supervisors, and future plans. The literature review found that women face biases, lack of support, and an unwelcoming culture in the male-dominated IT field. The results of the study support that this "brogramming" culture discriminates against women and contributes to the lack of women in the IT industry. Addressing this problem could help increase the number of women pursuing and staying in IT careers.
Digital Divide The Factors, Developments and SuggestionsBeth Schoren
The Factors of Who, Where & What
With New Commitments Developing &
Suggestions for Achievement that Meet Four United Nations Goals on Sustainability Target Date 2030
The document discusses current issues in the field of computer science, specifically the low percentage of women represented. It notes that the participation of women in information technology and computer science courses is an important equity issue. Data is presented showing far fewer females than males enrolled in middle school technical education and computer science courses. Stereotyping of women as weaker in this field is also discussed as a challenge. Socialization and lack of access to computers for females negatively impacts their attitudes toward the subject.
The document discusses the need to bring technology education to youth, especially girls, at a young age. It outlines statistics showing declines in women in STEM fields and proposes capturing kids' interests in technology starting in junior high or earlier through fun, relevant programs involving teamwork and mentoring. The Technology Goddesses program was founded to help girls acquire tech skills through collaborative workshops, field trips, career panels, and mentoring to spark sustained interest. CIOs are encouraged to get involved in youth programs to help attract future IT workers and promote the field through support like workshops, field trips, mentoring, or volunteer opportunities.
The Future of Work is Here: Are You Prepared?Sharala Axryd
The document discusses how technology is changing the nature of work and the future workforce. Automation and AI will significantly impact jobs over the coming decades, with some jobs being replaced while new jobs are created. To stay relevant, professionals need to continually learn new skills. The future workforce will require skills in problem solving, critical thinking, and emotional intelligence rather than just technical skills. While AI will replace some jobs, it will also create new types of jobs. Malaysia needs to take advantage of new technologies like AI, IoT, and big data to increase productivity and improve livelihoods. However, it has not fully reached Industry Revolution 3.0 yet. Women and underrepresented groups also remain an untapped resource, and empowering them
The document discusses the author's interest in computer science and their journey pursuing a degree in the field. They shared their goal of studying computer science with their brothers, who agreed to support their undergraduate education. The author applied to and was accepted into one of the top public science colleges in their capital city. They completed the first year with good grades. In the second year, the author began teaching computer science and math at a secondary school to earn income to support themselves while continuing their studies.
Empowering tech women to lead in ict fundi serame (share)Fundi Serame
The document discusses empowering women to lead in information and communication technologies (ICT). It notes that when people find meaningful work that utilizes their passions and skills, their lives can achieve greatness. However, women still face challenges and barriers in ICT fields. For the technology sector and society to progress, ICT needs to be more inclusive and representative of diverse perspectives. The document questions how to better coordinate efforts to support women in ICT education, training, and retention so they can innovate and drive the sector forward.
Michael Saylor gave a presentation on cyber security and STEM education. He discussed how technology can both improve lives but also be misused if it falls into the wrong hands. He provided examples of technologies that can enhance capabilities like medical implants but also be vulnerable to hacking. Saylor emphasized the need to inspire future generations to not only pursue careers in technology but also ensure the integrity of the technologies they develop. He highlighted issues with STEM education in the US, such as poor performance in math and science, declining enrollment and success in AP classes, and lack of qualified teachers, especially for female students. Saylor concluded by stressing the importance of improving how STEM is taught through better teachers to foster more interest and build a college
This document discusses the power and responsibilities that come with digital technologies and artificial intelligence. It notes that while technology provides benefits, it can also be used as a weapon if misused. Companies creating technology must accept greater responsibility, but governments also need to take action through regulation. The document emphasizes that technology has changed the world significantly and highlights issues around privacy, education, ethics, and the jobs and industries that may be created or changed by AI.
The document discusses media and information literacy. It defines key terms like media, information, media literacy, and information literacy. It explains that media literacy involves critically evaluating and creating media, while information literacy is about finding, evaluating, organizing, and communicating information. The document also discusses the relationships between media literacy, information literacy, and technology literacy. It provides examples of how these different literacies apply in various contexts. Finally, the document outlines several impacts of information technology on areas like education, industry, healthcare, society, and social behavior.
This chapter discusses evaluating and controlling technology. It covers topics like evaluating information on the internet, the digital divide in access to technology, and neo-Luddite views that are critical of computers and their impact on society. The chapter also addresses the difficulties in predicting the consequences of new technologies and questions around how decisions should be made regarding their development.
IGNITE is a non-profit organization that aims to inspire young women to pursue careers in science, technology, engineering, and math (STEM) through hands-on learning opportunities and role models. The organization was founded in 2000 in response to declining numbers of women entering STEM fields. IGNITE works directly with schools by giving presentations, field trips, internships, and mentoring to help change perceptions and encourage more girls to study STEM subjects. Since starting, over 10,000 girls have participated in IGNITE events and the organization hopes to expand its work internationally.
The document discusses the gender digital divide, which refers to unequal access rates between males and females to computers and the internet. It explores several factors that contribute to this divide, such as gender roles socialized from a young age steering females away from STEM fields. While female internet access rates have increased in some areas, the gender digital divide persists in issues like online pornography and cyberstalking deterring women. To address this, governments must work to provide all females with access to information communication technologies.
Gender bias exists in computer use, access, and content creation which contributes to the lack of women in technology-related fields. Surveys show fewer women than men have technology skills and interests in areas like programming. This is due to discouragement from a young age and intimidating environments that portray technology as masculine. While the impact of gender bias is significant in limiting career opportunities and earnings potential for women, efforts are being made by schools and software designers to increase female participation and make technology more inclusive.
The document discusses the Internet of Things (IoT) and its implications. It notes that when objects can be digitally represented, they can be connected to surrounding objects and databases, becoming greater than themselves. When many objects act in unison, it is known as "ambient intelligence." However, the development of IoT also raises concerns around cyber attacks, privacy breaches, and potential economic losses from security issues. It can also disrupt existing business models and increase competition. For industries and governments, it highlights the need for continuous skills upgrading to prepare for digital workplaces.
2. ABSTRACT
This presentation will explore one aspect of the Digital
Divide, discussed in recent literature with regards to gender
differences in how information and communication
technologies are utilised and accessed by both sexes. It has
been found that women are underrepresented in information
and communication technology (ICT) higher education
courses as well as the Information Technology (IT) industry
in Australia. This has the resultant effect of creating a skills
shortage and gender inequality in an ever expanding
knowledge & computer based society. Policies regarding the
Australian economy are shifting their focus to creating green
ICT related jobs which will require more technical computer
skills. Therefore it is imperative that the IT sector considers
leveraging all kinds of diversity, especially gender diversity,
to not only increase their productivity but to facilitate
innovation of ICT‟s and market them to an equally diverse
society. To exclude women whether intentionally or other
from this important industry is to the detriment of not only
that industry but all of society.
3. INTRODUCTION
The ICT service industry is one of the fastest growing industries in
Australia with an annual growth rate of 12% yet only 16% of women
account for ICT roles and represent only 1% of the total female
employed population”. It is only logical to contend that diverse range
of people should contribute meaningfully to this industry to help shape
& influence applications of IT in business, health & education. However
the underrepresentation of women in Higher Education courses
involving ICT is a serious issue and presents as a digital divide (DD) at
a number of levels. Kelly (2008) suggests the DD exists at three levels.
Firstly we will explore any differences in access & uses of internet &
computers between males & females in Australia. Secondly we will
discover how females & males are educated in computers throughout
school & higher education. Thirdly we understand the ways that socio-
cultural influences shape both sexes but morseo females in regards to
ICT career choices. ITCRA statistics show that 52% of IT professionals
in Australia have an ICT related degree, 13% have Industry/Vendor
certificate, 13% have TAFE qualification & 9% have no ICT qualification.
Yet women tend not to be holding those degrees & work in lower paid,
lower level ICT jobs. If women are not actively encouraged & supported
to enter these ICT degrees it is possible that the ICT industry or even
the Australian workforce - with its focus on economic development
through green ICT jobs -will become so male dominated as to create a
majorly imbalanced & diminutive workforce.
4. WHAT DIGITAL DIVIDE ?
Early definitions referred to GAP that existed
between the “haves & “have nots” who did/didn’t have
ACCESS to Computers and Internet.
This ACCESS divide was actively addressed through
national interventions and funding grants but then a
secondary divide began to appear along social
stratification lines such as class, race, gender,
education level, household income.
Now also refers to a GAP in intensity and nature of IT
use OR “inequalities in the degree to which it is used,
knowledge of how to extract/evaluate information &
the variety of uses to which it is put”. It is this GAP
that has been especially significant for WOMEN.
5. GENDER DIGITAL DIVIDE – MALES VS FEMALES
They behave & perform differently causing a GAP in
relation to:
a) Confidence & computer self-efficacy – females
lower levels
b) Computer & Programming experience – males
higher levels
c) Selecting Computer subjects as a major in High
School & University – males choose this more
d) Levels of Computer anxiety – females higher
e) Preferences in how they use the Computer &
Internet - somewhat differently
7. THREE LEVELS OF DIGITAL DIVIDE –
FRAMEWORK FOR THIS DISCUSSION
1. Level 1 Digital Divide - Physical access to
computational resources and internet
2. Level 2 Digital Divide - Effect of instruction on
students use of computers
3. Level 3 Digital Divide - Influence of Socio-cultural
background in shaping behaviour & perspectives
toward computer use
8. VISUALISING THE DIVIDE
FEMALE COMMENCING STUDENTS AS A % OF TOTAL
COMMENCING STUDENTS (WITHIN IT STREAMS) AUSTRALIA
35
30
25 Info Syst
IT not else
20 Inf tech
Comp sci
15
10
2001 2002 2003 2004
FIG 1.
10. “BROGRAMMERS” CODE: GENDER GAP A CHILDHOOD ISSUE
SILICON Valley companies portray themselves as inventors of the
future, but they're afflicted by a longstanding problem.
From board rooms to "brogrammers," men still dominate many corners
of the tech industry, where the pantheon of famous founders - from
Hewlett and Packard to Jobs to Zuckerberg - is still a boys' bastion.
The gender-imbalance issue came to the forefront again recently when
a partner at the country's most prominent venture capital firm filed a
sexual harassment lawsuit alleging a former colleague retaliated
against her for years after she cut off a brief relationship with him.
The firm, Kleiner Perkins Caufield & Byers, has denied the
allegations.
Whatever the merits of the claim, the suit again has put a spotlight on
the tech industry's gender gap.
Jocelyn Goldfein, a director of engineering at Facebook, the math is
stark.
Less than 20 percent of the bachelor's degrees in computer science go
to women, according to US statistics. By comparison, nearly 60
percent of all bachelor's degrees are awarded to graduating females.
11. “BROGRAMMERS” CODE: GENDER GAP A CHILDHOOD ISSUE
The company wants to hire top engineers, but the talent pool in the US is
growing thin, she said. Ms Goldfein said she doesn't look to hire female
engineers specifically, just the best people. But she said she'd have a lot
more to choose from if women entered computer science at a rate
anywhere near the average for all fields.
She blames the lack of role models both in popular culture and in day-to-
day life as a key reason for the disparity.
"The reason there aren't more women computer scientists is because there
aren't more women computer scientists," she said.
Women in other professions such as medicine and law have become
fixtures on television and in movies in recent decades, while portrayals of
programmers still tend to follow the hacker stereotype of the lone guy
sitting in his basement, she said.
Unless their parents are engineers, girls also aren't likely to encounter
coders in their own lives the same way they would, for example, a doctor
or a teacher.
"We don't really have that same kind of interaction with software engineers
as we go about our daily lives," Ms Goldfein said.
"Sometimes it can be hard," said Serena Yeung, 23, a recent Stanford
graduate who worked as a software engineer at a Silicon Valley start-up
before returning for graduate school. Just walking into the classroom is
one of the biggest hurdles for women thinking of entering the field, she
said. "You go in and you're the only girl in it."
12. “BROGRAMMERS” CODE: GENDER GAP A CHILDHOOD ISSUE
For Ms Yeung, having parents who were both engineers spared her the sense
that computers weren't for girls.
She got her first job as a programmer at Mountain View-based Rockmelt, which
makes a web browser with built-in social media features. She started working
there even before she graduated with her degree in electrical
engineering, another coding-intensive field where men heavily outnumber
women.
Rockmelt CEO Eric Vishria says the competition to hire qualified women
software engineers has heated up as companies see that they need diverse
perspectives to build products that attract the widest audience. He said
startups that don't hire women early in their existence risk creating a male-
dominated culture that will put off potential female hires.
"It becomes a death spiral, it becomes self-fulfilling," Ms Vishria said. "You have
15 guys in a room, that's your company, and it becomes harder and harder to
hire your first woman."
Ms Yeung said a recent experience at a Stanford Society of Women Engineers
event for elementary school students showed her that intervention needs to
come early to steer girls toward tech. She said girls who had just come from a
computer science workshop complained they didn't like it because the boys
asked all the questions.
Steeped in video game culture and barraged by positive male tech industry role
models, boys tend to dominate conversations around computing early
on, leaving girls feeling shut out, said Ms Yeung.
13. ECHOES FROM THE COMPUTERHe‟s always
CLASSROOM
looking over my
Women aren‟t
shoulder &
adept at
criticising my
working hard When things go
work (b)
& find wrong with the
Computer computers too Computer I feel
science is challenging ii) anxious (a)
Computers
drier & more are a man‟s
thinking (i) Women world & toys
don‟t for boys (c)
have
good
logic (iii) ICT is full of
geeks & nerds
& antisocial
males (d)
14. LEVEL 1 DIGITAL DIVIDE – L1DD – AUSTRALIA
ACCESS TO INTERNET BY GENDER (2006)
70 Males Nil Net
Males BB
60
Males Dialup
50 Females Nil Net
Females BB
40 Females Dialup
30
20
10
0
15-24 25-34 35-44 45-54 54-64
15. L1DD: GENDER RELATED USES OF INTERNET
AUSTRALIA - ABS – 2010-2011
Activities performed on home Internet by gender
100
90
80
70
Percentage (%)
60
50
40 Males
Females
30
20
10
0
Buying/selling Creating online Listening/ Educational Emailing Paying bills Social
content watching purposes networking/
multimedia gaming
Activities performed
16. L1DD – ACCESS & USE - RELATIONSHIP BETWEEN
AGE, GENDER & OPPORTUNITY TAKING - UK
8
7
6 Male
Female
5
4
9-11yrs 12-15yrs 16-17yrs 18-19yrs
17. L2DD – COMPUTER INSTRUCTION IN SCHOOL :
A CONSTELLATION OF FACTORS
Under-
resourcing of
low SES
schools IT
Students equip
avoid ICT Unsound
subjects School
due to Careers
grades Advice
COMPUTER
INSTRUCTION
Tutorial
Software Underqualified
geared for ICT teachers
males
Unstimul-
ating
Coursework
18. LEVEL 2 DIGITAL DIVIDE
INFORMATION TECHNOLOGY ENROLMENTS TO
COMPLETIONS BY GENDER. AUSTRALIAN UNIVERSITIES
350
300
250
200 Males Enrol
Females Enrol
150 Males Compl
Females Compl
100
50
0
2006 2007 2008 2009 2010
19. L2DD - REASONS WOMEN DON‟T ENTER ICT HIGHER
EDUCATION OR LEAVE BEFORE COMPLETION
o Negative Computer class experiences – when females
are paired with males – males take over
o Lack of Role models to encourage them into the field
– High school & University
o Inadequate institutional support
o Lack of peer-support groups
o Lack of gender-neutral but stimulating projects in
course
20. L3DD – SOCIO-CULTURAL INFLUENCES
THEORIES OF GENDER DIGITAL DIVIDE
Essentialism – suggest females are biologically not
suited to technical work.
Social Construction – suggests females have been
nurtured to believe they aren‟t suited to technical
work. Influenced by Gender Stereotypes.
Theory of Individual Differences (Trauth 2002)
IT capability & interest spans the gender continuum
& individual differences are a product of gender &
socialisation within & between cultures
21. L3DD-A MODEL OF GENDER-BASED DIGITAL DIVIDE
Stereotype Computer
Threat attitudes
Gender Computer
Stereotype Anxiety
Attribution
patterns Computer
performance
22. L3DD - MODEL OF GENDER-BASED DIGITAL DIVIDE
WHATS HAPPENING FOR THE FEMALES
Socio-cultural Gender Stereotypes appear at young age
promoting what suits boys vs girls
Leading to a level of Computer Anxiety for girls
Computer software is more appealing to males so girls
tend to dislike certain software
Social Context - Mixed gender computer classes where
males dominate leading to increased anxiety for girls
Parents & teachers make attributions re students
success/failure with computers = Attribution Patterns
Girls develop more negative attributions as well as
negative Computer Attitudes & this increases their
anxiety
A negative Stereotype Threat leads to poorer Computer
Performance for females
25. THE NEGATIVES - REASONS WOMEN DON‟T ENTER
OR LEAVE ICT INDUSTRY
Connection versus Competition - Competitive culture –
Many women Connections over Competition
Lack of social support – fewer females to talk to or look
up to
Male dominated industry & culture – higher probability
to experience male domination or sexual harassment.
Long working hours where overtime is the norm
Carer versus Career - Lack of flexibility to balance family
& work commitments
ICT may be a solitary & isolating career.
Lower pay rates for women & lack of advancing career
opportunities
Difficulties returning to industry after short career breaks
due to rapid rate of change in industry
26. WHAT IS BEING DONE TO ADDRESS
GENDER DIGITAL DIVIDE IN AUSTRALIA
Must be addressed at all levels of education given
that socio-cultural & stereotyping influences begin
from young age.
Imperative for educators at all levels to negotiate
innovation & interventions.
Research & Innovation – at all levels where
problem of Gender Imbalance exists
Conferences & Organisations – AWISE.
Support & Leadership – Mentoring programs in high
school, higher education and ICT workplaces.
27. RESEARCH & DEVELOPMENT
Griffith University Queensland
WinIT Project
Mentoring programs in High Schools
Action Research projects – to reflect & act on
qualitative/descriptive/interpretive evidence in each
unique contextual ICT domain.
Gender & Information Technology Encyclopaedia
Trauth (2006) Comprehensively explores the intensive
research conducted & issues related to Women & IT
from varied perspectives & different countries.
28. CONFERENCES & ORGANISATIONS
o Women in ICT summit held Sept 2005 in Australia –
organised by Federal Minister for Communications, IT, and Arts –
Helen Coonan
o Women in ICT Advisory Group also launched
o Summit addressed 4 main topics
How ICT professions should be represented
How to make ICT workplace attractive for women
How to ensure curriculum design & career advice address ICT
needs in Australia
Coordinate a national approach to enhancing women‟s
participation in ICT
29. CONFERENCES & ORGANISATIONS
AWISE (Australian Women in IT & Science Entity)
offers:
A Collaborative voice connecting existing ICT networks
of women working on the problem of women‟s under-
representation in ICT studies & work
Entity has 5 Goals
A National single point of contact
Encourage more females into ICT
Share information & initiatives
A centralised national body to influence Govt & Media
Obtain National funding to support agreed upon initiatives
30. WHAT IS BEING DONE ? NOT BEING DONE ?
Efforts to increase number of women into ICT
Higher Education have not been successful on the
whole
Efforts to encourage women to participate in the
ICT industry have been more focussed but as yet
no clear outcomes or improvements have been
realised.
Efforts to adjust the way that Computer-based
Instruction is conducted in Primary & High Schools
is lagging.
31. REFERENCES
ABS (2005 & 2006) Australian Labour market Statistics: Employment in ICT
http://www.abs.gov.au/AUSSTATS/abs@.nsf/Previousproducts/6105.0Feature%20Arti
cle5Jan%202005
http://www.abs.gov.au/AUSSTATS/abs@.nsf/Previousproducts/6105.0Feature%20Arti
cle2Oct%202006
ABS (2006) Internet Access by Females by Age Group; Internet access by males by
age group.
http://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/8146.0.55.0012006?OpenD
ocument
ABS (2010-2011) Household Use of Information technology: Activities performed on
Internet at home in last 12 months
http://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/8146.02010-
11?OpenDocument
Adya, M. & Kaiser,K. 2005, „Early determinants of women in the IT workforce: a model
of girls' career choices‟. Information Technology & People, Vol 18 Iss 3 pp.230 -
259
Cooper, J. 2006 ,The Digital Divide: „The Special case of Gender‟ Journal of
Computer assisted learning, 22 , p320-324. Accessed via Summon 22/9/12
DEEWR ( 2010) Ucube Higher Education Statistics
http://www.highereducationstatistics.deewr.gov.au/
Jackson,L.& Zhao, Y.& Kolenic, A & Fitzgerald, H. & Harold, R. & VonEye,A.
2008, „Race,Gender, & Information Technology use: The New Digital Divide‟.
CyberPsychology & Behaviour, Vol 11 Iss 4 p437-442
32. REFERENCES
Livingstone, S. & Helsper, E. 2007, „Gradations in digital inclusion : children, young
people & the digital divide’ New Media & Society Vol 9 Iss 4 p671-696
OECD 2012, ICT skills & Employment: New Competences & Jobs for a Greener &
Smarter Economy. OECD Digital Economy Papers. No 198 Subject resource
PARTICIPATION Summit 2005, Women in ICT Attachment papers A&B. Accessed at
http://www.archive.dcita.gov.au/2005/09/participation_summit
Stoilescu, D. & McDougall, D. 2011, „Gender Digital Divide & challenges in
Undergraduate Computer Science programs.‟ Canadian Journal of Education. Vol 34
Iss1 pp 308-333
Trauth, E. ed 2006, Encyclopaedia of Gender & Information technology. Vol A-G & H-Z.
Idea Group, Melbourne, Australia
Warschauer, M. & Matuchniak, T. 2010 „New Technology in Digital worlds: Analysing
Evidence of Equity in Access Use & Outcomes‟ Review of Research in Education. Vol
34 pp179-225 Subject Resource
Willis, S & Tranter, B. 2006 , „Beyond the Digital Divide: Internet Diffusion & Inequality in
Australia‟. Journal of Sociology. Vol 42 Iss 1 pp43-59 Accessed via Summon
3/10/12
Wohlsena, M. 2012. „Brogrammers” code: gender gap a childhood issue‟ The Daily
Telegraph 4th June http://www.dailytelegraph.com.au/brogrammers-code-gender-
gap-a-childhood-issue/story-fn6b3v4f-1226383427877
Youtube Clips: Cultural Dimension: Me or we
http://www.youtube.com/watch?v=CW7aWKXB5J4
Women in ICT
http://www.youtube.com/watch?v=SLBvMCXmwvE
33. TRAUTH ED 2006, GENDER & IT ENCYCLOPAEDIA
Adya, M. & Kaiser, K. 2006 „Factors influencing Girls choice of IT careers‟ Webb, P. & Young, J. 2006
Encyclopaedia of Gender and Information technology. Vol1 pp282-288
Beekhuyzen, J.,Clayton, K., vonHellens, L. 2006 „Mentoring Girls in ICT‟s‟ , Encyclopaedia of Gender
and Information technology Vol 2 pp890-895
Beyer, S. 2006 „Comparing gender differences in Computer science & Management Information Systems
Majors‟. Encyclopaedia of Gender and Information technology. Vol1 p109-115
Clayton, K. 2006 „Attitudes towards ICT in Australian High Schools‟ Encyclopaedia of Gender and
Information technology. Vol1 p44-49
Craig, A. 2006 „A Historical Persepective of Australian Women in Computing‟ Encyclopaedia of Gender
and Information technology. Vol2 pp752-758
Crump, B., Logan, K., McIlroy, A. 2006 „Computing in A New Zealand Community‟ Encyclopaedia of
Gender and Information technology. Vol1 pp129-133
Durndell, A. & Miller, J. 2006 „Gender, IT, & Educational Choice in East &West Europe‟ Encyclopaedia of
Gender and Information technology. Vol 1 pp693-698
Miliszewska, I. 2006 „Gender Bias in Computer Courses in Australia‟ Encyclopaedia of Gender and
Information technology. Vol 1 pp501-506
Nielsen, S, & vonHellens 2006 The Social Construction of Australian Women in IT. , Encyclopaedia of
Gender and Information technology. Vol 2 pp1105-1111
Staehr, L., Byrne, G., Bell.E. 2006 „Gender & the Australian IT Industry‟ Encyclopaedia of Gender and
Information technology. Vol1 pp467-473
vonHellens, L. & Nielsen, S 2006, „Facing & Changing Reality in Australian IT Industry‟. Encyclopaedia of
Gender and Information technology. Vol 1 pp xxxiv-xxxvi
Webb, P. & Young, J. 2006 „Cultural factors & Collective Identity of women in ICT‟ Encyclopaedia of
Gender and Information technology. Vol1 pp160-165
Editor's Notes
Hellens & Nielsen (2006) Facing and Changing Reality in the Australian IT IndustryHuang (2006) The Cross-Cultural Dimension of gender and information technology OECD (2012) ICT skills and Employment: New Competences and jobs for a Greener and smarter economy
1st Statistic (VonHellens & Nielsen 2006 pg xxiv cited in Trauth 2006)Kelly (2008) cited in Stoilescu & McDougall (2011)Final Statistic (Participation Summit Sept 2005. Attachment B Statistics p5 )
Point 1: (Crump & Logan & McIlroy 2006 p 130 cited in Trauthed 2006)Point 2: (Warschaeur & Matuchniak 2010)Point 3: (Jackson& Zhao & Kolenic 2008;Crump & Logan & McIlroy 2006 p 130 cited in Trauthed 2006)
a)b) c) From Stoilescu& McDougall (2011) Computer Self Efficacy is thought to be affected by amount of experience with computers. (Beyer 2006 p111)d) Cooper (2006) Computer Anxiety is an affective response so that an “individuals avoidance of computer technology may be a function of fear, intimidation, hostility, and worries that they will look stupid, be embarassed or even damage the equipment” (Durndell & Miller 2006 p 696) The AMOUNT of computer experience an individual has and gender have a clear relationship with studies revealing females have higher levels of Computer anxiety than males. (Stoilescu & McDougalll 2011; Durndell & Miller 2006 cited in Trauth (2006) ; Cooper 2006) e) See Slide 12 : Jackson, Zhao & Kolenic ( 2008) p 438, 440, 441 ; Johnson-Yale & Millermaier (2009) p246
YOUTUBE URLhttp://www.youtube.com/watch?v=CW7aWKXB5J4The Gender-based Digital Divide has been found to be somewhat of an International problem specific to Western Societies for example studies from Canada, UK, Spain have shown this (Cooper 2006p322) as well as USA, Germany, Netherlands (Craig 2006 p 755)Western societies tend to have an Individualistic socio-cultural worldview and Competitive work ethic causing a dilemma for many women entering this workforce. Lang & McKay (2006) p51Eastern/Asian countries & others – have a Collectivistic culture which values the group function of cooperation and outcomes of the group as a whole. (Lang & McKay 2006 p51) for example Malaysia, Singapore, Hong Kong (Craig 2006 p 755)For this reason research from other Western countries experiencing the same gender digital divide can be applied to the Australian context.
Stoilescu & McDougall (2011) have proposed a theoretical framework for the gender digital divide (pg 309 – 310)Using this model of the Digital Divide I will address the current education climate in ICT & the resulting workforce crisis of the Gender-based digital divide discovering at which levels the problem most pervasively exists, explain why it exists & show evidence that supports the presence or absence of the divide at these different levels.
Evidence for the Gender–based Digital divide in Australia. Fig 1. Lang & McKay 2006 (p50) – KEY : Info Syst = Information Systems; IT not else = Information Technology not elsewhere classified ; Inf tech = Information technology; Comp sci = Computer science.In Australia the trend of participation of women in ICT education is not only lower than males but on the decline despite womens participation rates in University courses in general being on the increase.
These statistics show that while the number of males employed in ICT is increasing slowly over 6 years the proportion of females employed in ICT is relatively equal over the last 6 years, however they make up a lesser proportion now of total persons employed in ICT - close to 15% females against 85% males in 2005-2006.ABS (2005) Australian Labour Market statistics Jan 2005 – Employment in ICT. In Thousands (000) ABS (2006) Australian Labour Market statistics Oct 2006 – Employment in ICT (Combined these statistics except for 2004-2005 Financial year)Australian research suggests that women are employed and concentrated in lower level, lower paid and lower skilled ICT related jobs and tend to have lower formal qualifications. (vonHellens & Nielsen 2006 pg xxiv) This has ramifications again for an imbalanced workforce and women may become dissatisfied with a lack of career opportunities in certain companies and feel locked in to specific job roles. (Webb & Young 2006 p161)
http://www.dailytelegraph.com.au/brogrammers-code-gender-gap-a-childhood-issue/story-fn6b3v4f-1226383427877The Daily Telegraph 4th June 2012
http://www.dailytelegraph.com.au/brogrammers-code-gender-gap-a-childhood-issue/story-fn6b3v4f-1226383427877The Daily Telegraph 4th June 2012
http://www.dailytelegraph.com.au/brogrammers-code-gender-gap-a-childhood-issue/story-fn6b3v4f-1226383427877The Daily Telegraph 4th June 2012
i) ii) iii) Stoilescu & McDougall 2011a) b) c) Cooper (2006) p321d) Clayton (2006) pg 44
ABS (2006) Internet access by Males by Age group; Internet access by Females by Age group. Vertical Access = % ; Horizontal access = age bracketWillis & Tranter (2006) make strong assertions as to the narrowing of the gender digital divide – in reference to Internet access – in Australia with a 7 percentage point difference from males down to females using the Internet as recently as 2000. But the current statistics of 2006 presented here suggest that the gap is closing with access to Internet however age continues to reflect a digital divide. The significance of ensuring access to Internet /Computers and the Digital Divide lies not only with past research “demonstrating a causal relationship between frequency of internet use and favourable academic outcomes” (Jackson Zhao 2008 p 441) but also in the value of giving all children & teenagers opportunities to experience a range of internet tasks, projects, software in order to help develop their technical computer skills. There is strong evidence to suggest that the Gender based problem of females being somehow steered away from both courses in ICT and the ICT industry itself are actually subtly appearing at a young age being connected to socio-cultural and stereotypal influences. (Cooper 2006, Stoilescu & McDougall 2011, Clayton 2006)
ABS (2010-2011) Persons aged over 15. Activities performed on the Internet at home in last 12months.Here we consider how men and women differ in their preferences for using the Internet.Research from ABS in Australia is problematic due to their use of categories which mix together highly differential subclasses of Internet uses. For example placing Online gaming and Social networking together as a category is not helpful when we know there can be such big differences in these separate categories when it comes to gender. Much of the Research in western nations has found that males use the Computer & Internet more for Online Gaming (Warschaeur & Matuchniak 2010 p 195-196) Women Interpersonal nature >>> leads them to use internet in more Communicative ways ie email, IM. Use Internet more than males for Educational purposes, create documents online. Males Information/Task oriented >>> leads them to use Internet in wider variety of ways Source of Entertainment -Spend many hours online with games & entertainment(Jackson, Zhao & Kolenic ( 2008 p 438, 440, 441) ; Johnson-Yale, Millermaier (2009 p246)
Livingstone & Helsper (2007 Fig 2 pg 30) Vertical access = number of opportunities to use Internet take up. It is also significant to note that females and males differ not only in how they prefer to use the Internet & Computers but also in the amount of opportunities they tend to take up in internet use. This Research conducted in the UK suggests that no gender difference occurs within the 9-11yrs age bracket however in the next 2 age brackets larger differences manifest and then taper off significantly for females aged 18-19yrs agreeing with the theories of a gendered culture that disadvantages teenage girls (Livingstone & Helsper 2007 p11). They also found that children & young people who have been online for more years and who use the Internet more often, take up more online opportunities as do those who have greater online skills & self-efficacy (Livingstone & Helsper 2007 Table 4 pg21). Their research also found that these characteristics were more attributable to boys. (Livingstone & Helsper 2007 Table 4 pg21)
All of these factors combine to influence females choices in ICT subjects & career choices in Primary/High School.Career advisors in schools are uncertain about ICT job descriptions & so not giving sound career advice. (Clayton 2006 p45)Female students from a young age (primary school) are being subjected to using male developed software that is more appealing to men than women & has been shown to affect female student performance. (Cooper 2005 p324-325)Curriculum coursework may be developed by male teachers & not engaging tasks for females. (Clayton 2006 p45) Students reject difficult subjects such as Computer classes out of concern for their academic results and university admission scores (Clayton 2006 p45)Teachers experience under-resourcing of computer classrooms affecting the delivery of ICT curriculum (Clayton 2006 p46)Underqualified ICT teachers lacking opportunities for professional development are developing the subjects & students have dissatisfaction with their content. (Clayton 2006 pg46)
Source from DEEWR - Ucubehttp://www.highereducationstatistics.deewr.gov.au/This Chart reveals another unsettling & disturbing statistic about the Gender Digital divide. It shows that women have been enrolling in IT courses of study at a fairly stable rate over the period of 2007-2010 however, disturbingly, their completion rates have decreased over that same period . In fact as low as 7 & 6 respectively in the years 2009 & 2010. It also reflects much lower rates of completion for males also. This Chart & Statistics reveal the possibility that there may be problematic issues within the culture of these Higher Education IT courses themselves which are causing females to leave in large numbers. The question poses itself however as to what it is that is causing this loss of females from IT courses. If males are also dropping out are the courses too challenging for them all or is it an issue of curriculum ?
Points 1 – 5 Miliszewska(2006) pg501-502 cited in Trauth (2006). Research has shown that pairing females with males in Computer classrooms even from a very young age can lead to higher computer anxiety for females and sometimes even poorer performance in tutorial type software. (Cooper 2006 )Point Beyer (2006) pg 109
First 2 points (Clayton 2006 pg 44 cited in Trauth (2006) Gender & IT Encyclopedia)Last Point Lang & Mckay 2006 pg52All 3 Theories discussed in depth by Huang (2006 p147-153 cited in Trauth (2006) Gender & IT Encyclopedia
Cooper (2006) The Digital Divide : the special case of gender (p 331)This model falls under Social Construction Theories of the Gender Digital Divide and provides a comprehensive explanation of how this divide could be influenced by both Parents and teachers. (Clayton 2006 p44)
Cooper (2006) p 331
Figure from Adya & Kaiser (2005) – This Figure is a model presenting the inter-relationship of factors influencing a young girl’s (in Primary or High School) career choices and specifically relates to influence on IT career choice. The model represents the complexities inherent in any consideration of the Influences that exist in our western culture at a social or structural level. The model also takes into consideration the Trauth (2002) Theory of Individual Differences.Family – Family influences are known to have a strong bearing on what path a girl will choose both in choosing subjects in school through to choice of University Course. Children whose parents were working in IT or were highly educated, whose mothers have degrees or are working and where success is highly valued in the family unit will influence girls to choose either math, science or technology courses. (Adya & Kaiser 2006 p283 cited in Trauth 2006)Media – Media enhances the gender stereotypes that emphasize physical image & women may conform to them due to societal pressure (Adya & Kaiser 2006 p 283) Media tends not to portray women as active computer users nor does it portray any real or fictional role models which women can look up to ( Clayton 2006 p44)
http://www.youtube.com/watch?v=SLBvMCXmwvEThisDVD actually offers a wonderful example of how a women like Kristin was influenced to take up a career in ICT. Watch as she speaks of her experience growing up in a home where her parents supported her in choosing challenging subjects and how her parents influenced her in career choices. She also speaks of positive role models especially teachers and how viewing ICT as a mechanism for innovation and change might help inspire women to work in the field.
All from Webb & Young ( 2006 p 160-163) cited in Trauth (2006) Gender ICT EncyclopaediaPoint 5 : Staehr & Byrne & Bell (2006p471) agrees with point 5
Point 2&3 : Von Hellen & Nielsen (2006) pg xxxv Gender and IT EncyclopediaPoint 5: Beekhuyzen & Clayton & vonHellens (2006) Gender & IT Encyclopedia discuss 2 Mentoring programs coordinated by Griffith University in 2 QLD High Schools (p890-895)
WinIT Project wesbitehttp://www.winitproject.com/index.htmlMentoring programs - Beekhuyzen, Clayton & Bell 2006 p890-895
http://www.minister.dbcde.gov.au/coonan/media/media_releases/women_in_ict_summit_advisory_group_establishedSourced from VonHellens & Nielsen (2006) pg xxxv & Craig (2006) pg 755 > Gender & ICT Encyclopedia
www.awise.org.au – no access unless a memberSourced from VonHellens & Nielsen (2006) pg xxv Gender & ICT Encyclopedia & Craig (2006) pg 755 Gender & IT Encyclopedia
Point 1 : Lang & McKay 2006 (p51)Point 2: Point 3: Trauth 2006