Discussion shifted to gender biases in the use of technology as we read and discussed the present situation with boys still seeming to dominate the technology sector. There definitely seems to be rising appreciation of technology among girls, but the overall picture still looks pretty bent towards males. After one of the readings (by Vekiri and Chronaki) that outlined a Greek study about gender biases pertaining to technology usage, I decided to look into some other studies around the world, as I expected to see a rapidly shifting trend from boys to both girls and boys, considering what I see in the Canadian classroom every day (girls more keen on using the computer, even during their free time – although they put it to more ‘intellectual’ use than I think boys would). Natalia brought up the point of the article’s Canadian study being slightly dated as well (from 1995) in the present context where, as she pointed out in a reference, the number of female enrolments in engineering programs at Queen’s University were outlined to be on the rise.
Well, based on my resource findings and some excellent contributions from other classmates, I came to the conclusion that whereas some trends were changing, the transition is probably going to be a rather slow one. Not surprisingly, there was discussion around the reasons as to what it was with technology that attracted boys’ attention more than girls’? Clare revealed some interesting facts that led to a well-taken understanding that “cultural/gender etc influences are very subtle and complex phenomena and often hard to definitively talk about.” And indeed, as we continued to explore, we found some plausible reasoning in factors such as Jane Austen-esk values of the arts as a woman-thing being passed down from generations (Michelle), computers being initiated as a corporate-world thing that seemed to have been a male-dominated area (Jessica) and different family/cultural expectations for males and females – males being expected to be more involved with hands-on fields (Michelle).
The last point seems to be a significant one and one that is found to be a common factor in several gender gap studies. It reminded me of a rather interesting article, “Retooling Play: Dystopia, Dysphoria, and Difference” (By Suzanne de Castell & Mary Bryson) that I read earlier. It strongly points out how family expectations set the basis for what a girl or boy will experience for the rest of his or her life. The gender gap is exemplified by the words of the authors - “We know that women have always had access to technology; whether reproductive, domestic, industrial, or educational. The kinds of technologies made readily accessible to women, however—like the Fabulous Mark Eden Bust Developer, the Hamilton Beach Food Mixer, the Wang Word Processor, or the Dalkon Shield—have tended both to reify, and to produce, gender effects; effects which, in fact, consolidate already inequitable class and race positionings.”
An interesting view about these gender gaps has been articulated in An Educator's Guide to Gender Bias Issues which emphasized the roles of parents, educators and school administrators in bridging the gender gap. Whereas there are huge initiatives on ‘We’re Erasing prejudice for good’ (an ETFO publication) and ‘Education for All’ (a UN initiative), how much is really being done in the classroom to eliminate stereotypes when it comes to technology use? Are female teachers being role models or are the guy teachers usually the technology-experts at schools? And another probable question could be – should we even try? Could it be just a girl/boy thing? Just like some of us gravitate towards a personal like or dislike based on instinct, is it like that with technology use among boys and girls? If the way we treat girls or boys influences their appreciation and understanding of technology, then I think we might hold some power over this issue.
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