Equity

Report

Equity Report:
Inequality between Males and Females pertaining to Computers
MSTU 4005- Equity, Ethical, and Social Issues in Educational Technology
Lindsay Horbatuck
Teachers College, Columbia University
Professor Dzula

Equity Report

Background Information:
More boys than girls experience an early, passionate attachment to
computers, whereas for most girls attachment is subdued (Mims- Word, p. 271).
Why is there a digital divide and inequality between genders based on their use,
attitudes and excitement towards computers? The aim of this equity report is to
discuss the inequality between males and females pertaining to technology,
specifically computers. I will discuss background information about gender
differences and computers, problems that this inequality creates and solutions to
address these problems.
From a young age males and females understand what gender specific toy
that they should be playing with. Upitis (2001) explains this concept by stating that,
girls and boys begin to develop stereotypical knowledge about girl toys and boy
toys in preschool years (p. 166). Upitis goes on to mention that by the age of seven
children have strict views on the toys that they should be playing with (p. 166). This
is where the females attitudes towards technology begins to form, helping us to
understand that early experience with technology not biology plays a very
important role in females attitudes towards computers (Werner & Denner, p. 640).
Females attitudes towards computers and technology are shaped by a
variety of factors. Some of these factors include media depicting men as experts in
technology, societal expectations of different goals for boys and girls, the structure
of learning tasks, the nature of feedback in performance situations and the
organization of the classroom seating (Mims-Word, p. 274). All of these factors
work together to create computer anxiety with females. Computer anxiety

Equity Report

develops at a young age in females because of socialization patterns and stereotypes

around computers (Cooper, p. 320). Girls also know that males design educational
computer games for the males audience (p. 324). This gives females a preconceived
notion before they even take part in the game that they will not be interested in it
because it is geared towards what the males tend to like.
One research study that I read conducted its research to figured out what
each gender is bringing to the computer experience by studying middle school
aged children (Miller, et. al., p. 127). They studied 512 students between the ages of
11 and 15, 43.4% were male and 56.6% were female and they were from a variety of
economic backgrounds (p. 128). The students had to answer a questionnaire, that
was about their views towards computers and computer related topics, during
computer technology or their science class. There results were interesting and
demonstrated that most of the students said they knew how to use a computer,
showing no gender difference in that specific aspect. Interestingly enough there
were also no gender differences when students were asked, Who played the biggest
role in teaching you to use a computer? and How did you learn to use computer?
(p. 129). However there was a gender difference when students were asked to rate
their expertise dealing with computer usage. This is where females said that they
did not think that they were experts with the Internet or the computer (p. 130).
There was also a gender difference when asked what websites they choose to visit,
girls slightly more prone to follow the recommendations of teachers than boys
were (p. 130). I think one of the biggest differences between the genders was how
many times they used the computer during a weeks period of time. Girls said they

Equity Report

used the computer on an average of 3.69 times per week, while boys said that they
used the computer 4.24 times per week (p. 131). I thought that this study and
journal article brought up some very intriguing points in regards to the similarities
and differences pertaining to gender equality with the use of the computers.
Another journal article and research study that I want to highlight was,
Promoting Gender Equality in Digital Literacy. In this study they did both a
qualitative and quantitative study pertaining to fields associated with gender
differences and students perceptions of gender differences (Ertl, p. 477). For this
equity report I will only be focusing on the quantitative study. The authors defined
digital literacy as the way a person is able to handle the computer, to understand
how to use ICT (Information and Communication Technologies) for intended
purposes and to evaluate the results received by ICT use (p. 478). Digital literacy is
supposed to give equal chances for all learners however; studies show that it favors
boys (p. 478). When girls use ICT at home they use it primarily for schoolwork
while boys use ICT for leisure, which allows them to develop experience with it (p.
478). This study was focused on two questions; How do girls and boys differ with
respect to self-confidence, interest, and key-skills of digital literacy? and How do
girls and boys perceive gender in the context of digital literacy? (p. 480 & 481). The
research study had 90 students, of which were 48 males and 42 females, with the
average age of 18 years old.
In this quantitative study about self-confidence and interests of males and
females in upper secondary school they used a questionnaire to gather data about
four digital literacy areas; hardware, programming, applying standards software

Equity Report

and Internet use (p. 481). Below are the graphs that show the results from the data
that was collected:

The graph on the left displays that boys are more self-confident and more
interested in ICT than girls, this is noted by the dark bar in both comparisons above
being higher than the lighter bar. However, in the graph on the right, it shows how
boys like hardware and programming fields better than the girls, who tend to like
the standard software and Internet better. The dark bar shows the boys, while the
lighter bar shows the girls. From this graph you can also assume that girls prefer
social and creative ways of using ICT, collaborative work and the application of ICT
for learning in formal and informal connects, while boys prefer to use it for playing
computer games (p. 486).
This study on digital literacy shows a different aspect of gender equality
within the use of computers. I found it very interesting how the girls scored higher
than the boys in standard software and internet use, but girls use the computer for
work and communication aspects, not leisure like their male counterpart.


Problems:

Equity Report

There is ample background data to argue that there is an inequality between

females and males and their use of, and attitudes towards computers. I believe that
there are a variety of problems that are causing this issue. I have gathered what I
understand to be factors driving this problem from readings, in class discussions
and personal experience.
I think that the biggest problem with gender equality with computers is that
society perpetuities the stereotype of females not being as good with computer as
apposed to males. Girls learn from a young age that computers and technology is a
boys thing. When girls look into society, they see their fathers, male adult role
models, male CEOs of companies running the technology world. Very rarely do girls
see females making an impact on the computer world. I think that this has been
changing over the past few years because people have realized that there is huge
gender divide pertaining to technology and females in these key roles. There is a
lack of role models for girls in the technology field, which means that young girls
have no one to look up to in the technology world (Miller, et, al. p. 127). Women are
also underrepresented in the use and ownership of computers (Cooper, p. 321). If
mothers dont use computers as much as fathers do, then how are young girls
suppose to aspire to use computers. I believe that this cycle is continually being
perpetuated by society encouraging the male towards the technology field verses
the female.
Another major problem that creates a gender inequality with computers is
the way that technology is designed and utilized in our schools. In Coopers (2006)
journal article it tested a hypothesis, that most of the people who write computer

Equity Report

software are males and that authors of computer-assisted software write

programmes that match their expectations of who the audience is that is seated
across from the computer screen (p. 325). There were three different groups of
teachers that had to create software about commas. One group was asked to make
the software for boys, one for girls and one for students (no gender was given). In
the software designed for boys the teachers included sports, shooting cannons and
competing for the highest score (p. 325). The software that was created for girls
focused on shopping, conversing and a strong emphasis on viewing the computer
programme as a learning tool rather than a toy (p. 325). The most interesting
result came from the group that wasnt given a gender as an audience for their
software. The teachers that created this software for students were almost identical
to the software that was created for the boys only group (p. 325). This study
demonstrated that computer games are being designed for students but without
even realizing it, these games are being created and geared with boys in mind.
Solutions:

The problems that I addressed above have a number of key solutions. One

solution that I read multiple times in journal articles was to allow girls to work with
computers in girls only environments (Kay, p. 3, Upitis, p. 167, Cooper, p. 324). All
of these authors argue that single sex environments allow for girls to explore
computers without the pressure of boys while they are working in a safe type
environment. If girls think that boys are better at computers and are competitive by
nature, then it creates a hostile environment for girls. Girls only computer time will

Equity Report

create an environment that allows for the girls to learn and explore computers,
ultimately leading to increased confidence with technology.

Another solution to the gender inequality with computers would be to use

gender-neutral software (Kay, p. 3). As discussed earlier in this equity report, one
major problem is that software is designed with boys in mind. If schools are able to
get access to software that is gender neutral and doesnt favor boys or girls, then
this will allow for both sexes to enjoy what they are engaging in.

It is also important to create lessons that have students solving real world

problems through computers (Upitis, p. 167). Since girls like to use computers to
accomplish a specific task, when giving them real world problems that they have to
solve, they will see the purpose in using a computer (Cooper, p. 323). These real
world problems can be assigned in the form of project-based learning, which will
foster a deeper understanding for both sexes, as well as hopefully increase interest
and engagement in computers.

Finally, a very important strategy that will help to address the gender gap

with computers is educating teachers about how to teach using technology. In Kays
(2007) article it said, Others have notes that elementary teachers, who are
predominantly female, are role models for young students. If these teachers are not
confident and competent computer users, it could have a significant impact on girls
and boys perceptions (p. 2). If young female students see their female teachers not
confident about using the computer, that is helping to perpetuate the stereotype
about females not being as good as males when dealing with technology. I think that
we need to create workshops that help create confidence about computers and their

Equity Report

use in the classroom for teachers. There also needs to be workshops on how to
teach using technology in an effective manner, integrating it into their teaching
plans and into the classroom. If female teachers are able to seamlessly integrate
technology into their lessons with confidence, female students will have a positive
role model in their classrooms.

As I wrote my equity report about gender inequality with computers I found

myself reflecting back on my own experiences. When I was younger I was never
interested in anything technology related, but my brother on the other hand was.
My brother loved playing video games, computer games, or playing with anything
technology based. My father was the go-to fix-it man for anything technology
related, an engineer by training and also could answer any question about different
softwares. My mother is computer savvy as well, who went to an all female college,
in which helped to create a positive strong role model. My parents tried to create a
neutral environment for both my brother and myself but at times it was
overshadowed by the male dominance in technology. I found that when I went to
college my confidence with fixing computers and solving computer related issues
was lacking. I would often find myself at the computer help desk in the library
asking for help. It wasnt until one of my advisors at my school I teach at referred to
me as the go-to technology person. She told me that anytime she had a question
about something on her computer she was always going to come to me because I
was able to answer her questions. I believe that this is when I realized that I am
computer savvy, which helped bolster my confidence in my computer ability. With
the increase in confidence and the need to be a positive role model and bring

Equity Report

10

technology into the classroom, I was inspired to apply to Teachers College

Computing in Education masters program.

There is a lot of research out there that suggests that girls lack confidence in

their computer skills and are less interested in computers compared to boys. This
problem occurs because society perpetuates this stereotype creating a never-ending
cycle. Teachers, adults, mothers, and many other female role models have the
power to change this problem. It is in the hands of the adult population to create
young girls who are confident in their computer abilities. By creating confidence
and eliminating the computer anxiety young girls can grow up and be involved in
science, math and technology fields. This will allow for the next generation to see
powerful female role models in technology related fields.

Equity Report

11

References:
Cooper, J. (2006). The digital divide: the special case of gender. The Journal of
Computer Assisted Learning, 22, p. 320-334.

Ertl, B. & Helling, K. (2011). Promoting Gender Equality in Digital Literacy.
Educational Computing Research, Vol 45(4), pg 477-503.

Hesse-Biber, S. & Gilbert, M.A. (1994). Closing the Technological Gender Gap:
Feminist Pedagogy in the Computer-Assisted Classroom. Teaching Sociology,
vol. 24, pg. 19-31.

Kay, R. (2007). What Works? Research into Practice: Gender Differences in
Computer Attitudes, Ability, and Use in the Elementary Classroom. The
Literacy and Numeracy Secretarist. Monograph #8, Retrieved from:
https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Kay.pd
f

Miller, L.M., Schweingruber, H, & Brandenburg, C.L. (2001). Middle School Students
Technology Practices and Preferences: Re-Examining Gender Differences.
Journal of Educational Multimedia and Hypermedia, 10, 2, p. 125-140.

Mims-Word, M. (2012). The importance of technology usage in the classroom, does
gender gaps exist. Contemporary Issues in Education Research (Online), 5(4),
271. Retrieved from
http://ezproxy.cul.columbia.edu/login?url=http://search.proquest.com.ezpr
oxy.cul.columbia.edu/docview/1418450487?accountid=10226

Upitis, R. (2001). Girls (and Boys) and Technology (and Toys). Canadian Journal of
Education, vol. 26, 164-182.

Werner, L.L & Denner, J. (2005). Gender and the Digital Divide. The American Journal
of Psychology, vol. 118, no. 4, p. 639-645.