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THE GENDER GAP - ANOTHER DIGITAL DIVIDE?

THE GENDER GAP - ANOTHER DIGITAL DIVIDE? “Tech-Savvy: Educating Girls in the New Computer Age” A review of the report published by the American Association of University Women Educational Foundation 2000

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THE GENDER GAP - ANOTHER DIGITAL DIVIDE?

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  1. THE GENDER GAP - ANOTHER DIGITAL DIVIDE?

  2. “Tech-Savvy: Educating Girls in the New Computer Age” A review of the report published by the American Association of University Women Educational Foundation 2000

  3. Presented by Willie Pattilloin fulfillment of requirements for “Education for a Democratic, Pluralistic Society - EDTE 251”Summer session, 2003

  4. Click here to view an Executive Summary of this report.Click here to view an Executive Summary of previous research on the gender gap in school.

  5. This report is the result of two years of work by the AAUW Educational Foundation Commission on Technology

  6. The commission of fourteen people: • used an on-line survey of 900 teachers • conducted focus group research with more than 70 girls • reviewed the existing research • brought in their own expertise as researchers, educators, journalists, and entrepreneurs

  7. The commission found that girls were not only underrepresented in computer classes and technology fields, but that there were other, boarder issues of concern.

  8. According to the report, females represent: • 17% of students taking the AP Computer Science test • 20% of IT professionals • less than 28% of the computer science bachelor’s degrees • 9% of the recipients of engineering-related bachelor’s degrees

  9. It is interesting to note that the percentage of women receiving bachelor’s degrees in computer science actually decreased nine percentage points in the eight years prior to the report.

  10. KEY FINDINGS

  11. Girls have concerns about: • the types of software available • the way technology classes are taught • the goals for using computer technology

  12. Teachers have concerns about: • the quality of educational software • the lack of quality professional development • the lack of prompt and adequate technical assistance

  13. The commission found: • females have been labeled “computer-phobic because they are not well represented in technology classes and clubs • girls most often are enrolled in courses on computer “tools”

  14. CONCLUSIONS

  15. Software: • all software should feature simulation, strategy and interaction without being redundant or violent • software themes should be universal, not gender specific

  16. Computer Literacy: • all students should be trained in computer skills, the “how and why” of technology, and in the use of technology to solve complex problems or to complete multi-faceted projects • use of technology must take place across the curriculum

  17. Computer Education: • teachers must be trained to develop and use classroom material and teaching styles that incorporate all aspects of computer technology • stakeholders in the educational community must be educated on issues of equality and technology

  18. Career Education: • emphasis must be placed on the increasing use of technology in all career fields • the social and interactive aspects of the use of technology in the world of work must be emphasized • females must be actively recruited for high-tech positions

  19. “When it comes to today’s computer culture, the bottom line is that while more girls are on the train, they aren’t the ones driving….”

  20. “…To get girls ‘under the hood’ of technology, they need to see that it gets them where they want to go. And for a large part of the population, that process must start in the classroom.”Pamela Haag AAUW Foundation Director

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