Last Words
Volume 1 Issue 1 16 March 1998
Introduction Gender Inequalities in Education Girls: Just Look Beautiful Teacher of the Year? Hammers Are For Boys and Needles Are For Girls Gender, Computing, and Kids The Gender Gap in the Computing Field Apple Classrooms of Tomorrow Whitmore High School: A Case Study of Computer Usage Part One: The Bright, White Boys' Lunch Club Part Two: Girls and Computer Science Boys Muscle Girls Out Girls Need Space Bennet School Computer Projects for Mother and Daughter Expanding Your Horizons in Math and Science Computers and Technology: Differences In Gender Gender Bias In Educational Software Educational Software For Girls Purple Moon: Thanks but No Thanks for Rockett's New School Girl Tech - Not Girl Friendly Enough Her Interactive Broderbund - Classroom Software Done Right Computers In the Classroom: What is the Effect on the Gender Gap? Beyond Equal Access Last Words About the Authors References	After exploring the history of computers in the classroom, the factors contributing to the existing gender gap in education, the role of women in the computing industry, and how all three of these contribute to gender discrepancies when computers are introduced into the classroom, we have come to the following conclusions: Very little conclusive research has been done in regard to the use of computers as a teaching tool in the classroom. Very few teachers know, or are willing to learn how, to incorporate technology into the daily classroom life. Without proper training teachers will not successfully incorporate the advantages of computers into their classrooms. Computers, due to improper use, may even have a negative effect on the classroom setting. Computers are most effective when integrated into the curriculum rather than just dropped into the classroom. The education system is saturated with gender stereotypes that are often overlooked by even talented, well-meaning teachers. The computer industry perpetuates gender stereotypes even when it attempts to create software specifically for girls. Girls, in general, need much more access to computers then they are currently given. The limited time they now receive is often in unfriendly environments. An all girls setting can provide an environment in which students can really benefit from computer use. Parents are critical in shaping their children's view of gender roles in society. The home environment can have the strongest impact on a child's impression. Gender stereotypes have direct negative affects on girls. They can affect career paths, job opportunities, life decisions and self esteem. Boys and girls have very different play preferences. Software developers often tailor their products to a male audience. Earlier exposure to computers, will help girls overcome the gap between them and their male counterparts. Women role models are critical in encouraging girls to pursue computer related activities. Outreach programs targeted at girls have shown to be effective in encouraging girls to get involved with computers. Overall, we would like to acknowledge that computers can be used effectively in the classroom. But this relies upon the assumptions that teaches are educated in both how to use the technology and how to teach without perpetuating gender stereotypes. In order for girls to overcome the disadvantages they often come in with, schools need to acknowledge that they exist and work to eradicate them. We would like to see more research in this field before schools jump on the band wagon of the future. Technology in schools can be detrimental to the classroom setting if implemented incorrectly. We have found there to be a fine line between programs which succeed and those that don't.

Date Last Modified: 3/15/98
© 1998 Huang, Ring, Toich, Torres. All rights reserved.