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

Gender, Computing, and Kids DIFFERENT PREFERENCES WITH REGARD TO COMPUTING Although people generally conclude that girls don't like computers, it turns out that they actually just don't like certain aspects of the current use of computers. While boys are often aggressive and competitive, making the shoot-em-down games perfectly appropriate, girls tend to be more cooperative and communication-based. Girls see computers as a tool with which to accomplish a goal or serve a purpose, while boys will just play games or tinker on a computer for fun. For these reasons, girls find computer games repetitive and boring, and because other software is also designed for the boys' perspective, girls turn off completely to computers. MISCONCEPTIONS ABOUT COMPUTING As a result of the cultural gender bias in computing, popular portrayals of the field, for example in advertising, almost always depict male computer scientists. Thus, the current image of computing remains based on the 'computer geek' who sits in front of a computer and programs all day long. It is this impression of computer science which deters girls from exploring computers, for it is exactly what they don't like. However, with the recent explosion of home-computing, the focus of computer science has shifted to a more user-based, communication-aimed field involving a great deal of team work. This new basis clearly involves the interactive, cooperative learning style more typical of girls, but they are not aware of it due to the pre-established stereotypes of male computer scientists. A SELF-PERPETUATING CYCLE Unfortunately, this gender gap in education-based computing perpetuates itself. If there are no women in a field, there are no role models for young girls to look up to, so girls are not encouraged to study it, which of course leads to fewer women who go into the field. Similarly, because teachers think that girls are disinterested in technology, they will inadvertently turn them away from computing by not encouraging them or by directing them into other fields. Thus, girls will continue to dislike computers, which teachers will continue to observe and act upon.   WHAT TO DO EQUAL ACCESS v. EQUALITY A distinction must be drawn between only providing equal access and equal treatment to boys and girls in education and actually ensuring equitable outcomes for both genders. Simply providing equal access does not challenge the many deep-seated social beliefs or the widespread practices that perpetuate stereotypes. Similarly, focusing only on equal treatment may serve to discount the existence of prejudices by directly placing the burden for change on the victims, thus serving to legitimize their oppression. On the other hand, a policy to ensure equitable outcomes takes into consideration the fact that victims have different experiences and accordingly need diverse, innovative, and appropriate pedagogical approaches. EARLY EXPOSURE AND ENCOURAGEMENT Research shows that children initially have equal affinities for computing and other technology fields, but that in early adolescence, the cultural factors and personal frustration turn the girls away. To counteract the gender gap in computing, thus, children must be exposed to and made comfortable with computers before they can be turned away. We must never assume that a girl is not interested in technical things. Any interest shown in technology should be encouraged, for example by buying her a subscription to Popular Mechanics or a computer magazine. Interest can be developed by showing her the practical applications of computers, such as laying out the school yearbook on computer. If she sees that computers are more than just boring games that boys play, she will find for herself what she likes about computers. AVOID REVERSE-DISCRIMINATING We must also be wary of going completely in the wrong direction. Trying to resolve the gender gap by appealing too directly at the girls only reinforces the gender stereotypes that initially caused the problem. Instead, the interests of both boys and girls must be slowly broadened to meet at a central point in which everyone can equally enjoy and use computers.

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