Women and TechnologyWomen and Technology

By Laura StewartBy Laura Stewart

ContentsContents Slides 3-6: Gender-based Preferences toward Technology Education Slides 3-6: Gender-based Preferences toward Technology Education

Content, Activities, and Instructional Methods by Katherine Weber and Content, Activities, and Instructional Methods by Katherine Weber and Rodney Custer Rodney Custer

Slides 7-9: Addressing Women’s Ways of Knowing to Improve the Slides 7-9: Addressing Women’s Ways of Knowing to Improve the Technology Education Environment for All Students by Karen F. ZugaTechnology Education Environment for All Students by Karen F. Zuga

Slides 10-12: Building Their Future: Girls and Technology Education in Slides 10-12: Building Their Future: Girls and Technology Education in Connecticut by Suzanne Silverman and Alice M. PritchardConnecticut by Suzanne Silverman and Alice M. Pritchard

Slide 13: ConclusionSlide 13: Conclusion

Gender-based Preferences toward Technology Education Gender-based Preferences toward Technology Education Content, Activities, and Instructional MethodsContent, Activities, and Instructional Methods

by by

Katherine Weber and Rodney CusterKatherine Weber and Rodney Custer This article discusses the lack of female interest in technology courses. This article discusses the lack of female interest in technology courses.

It’s an important issue because, as Weber and Custer say, “All students of both It’s an important issue because, as Weber and Custer say, “All students of both genders need to acquire the skills necessary to become consumers capable of genders need to acquire the skills necessary to become consumers capable of critically assessing the technologies they use, resulting in the ability to make more critically assessing the technologies they use, resulting in the ability to make more informed decisions.” Weber and Custer outline many reasons they believe are informed decisions.” Weber and Custer outline many reasons they believe are causing the lack of female interest in technology.causing the lack of female interest in technology.

Gender StereotypingGender Stereotyping

At a young age, boys and girls are given different types of toys to play At a young age, boys and girls are given different types of toys to play with. Girls are given toys, such as dolls, that encourage social interaction. Boys are with. Girls are given toys, such as dolls, that encourage social interaction. Boys are given toys, such as Legos, that have manipulative and interchangeable parts. Weber given toys, such as Legos, that have manipulative and interchangeable parts. Weber and Custer believe the idea that boys should be more interested in things like and Custer believe the idea that boys should be more interested in things like technology begins at a young age.technology begins at a young age.

Different InterestsDifferent Interests

A study done by Shroyer, Backe, and Powell done in 1995, shows that girls A study done by Shroyer, Backe, and Powell done in 1995, shows that girls are more interested in socially relevant issues and boys are more interested in how are more interested in socially relevant issues and boys are more interested in how things work. Male interests are more prevalent in technology curriculum. Weber and things work. Male interests are more prevalent in technology curriculum. Weber and Custer believe this is another reason females are not as interested in technology courses. Custer believe this is another reason females are not as interested in technology courses.

Weber and Custer conducted a study to see differences in interests between Weber and Custer conducted a study to see differences in interests between males and females at the middle school and high school levels. Their findings showed males and females at the middle school and high school levels. Their findings showed that females prefer socially relevant issues and problem solving activities. Males that females prefer socially relevant issues and problem solving activities. Males preferred building activities. The authors suggest changing the technology curriculum to preferred building activities. The authors suggest changing the technology curriculum to suit both males and females. They believe it would be challenging to change gender suit both males and females. They believe it would be challenging to change gender stereotypes, but that educators could develop activities that females could share interest stereotypes, but that educators could develop activities that females could share interest in.in.

Some of Weber and Custer’s ResultsSome of Weber and Custer’s Results

Custer, R. & Weber, K. (2005). Gender-based Preferences toward Technology Education Content, Activities, and Instructional Methods. Journal of Technology Education, 16. Retrieved April 29, 2009, from http://scholar.lib.vt.edu/ejournals/JTE/v16n2/weber.html

My “ah ha” momentMy “ah ha” moment

I decided to read this article because the title caught my attention I decided to read this article because the title caught my attention right away. Gender issues in education is something that has always right away. Gender issues in education is something that has always interested me. interested me.

As I started reading the article, I started making connections with As I started reading the article, I started making connections with my own technology experiences. I’ve always been one of the last of my my own technology experiences. I’ve always been one of the last of my friends to learn any kind of new technology. I like knowing how to use friends to learn any kind of new technology. I like knowing how to use technology, but I don’t enjoy the process. I’ve never enjoyed sitting down technology, but I don’t enjoy the process. I’ve never enjoyed sitting down and messing around with things to figure out how it works. My boyfriend and messing around with things to figure out how it works. My boyfriend is the total opposite. He will grab any gadget and sit down and play with it is the total opposite. He will grab any gadget and sit down and play with it right way until he has everything figured out. I always thought it was just right way until he has everything figured out. I always thought it was just part of my personality, but after reading this article, I can see how it could part of my personality, but after reading this article, I can see how it could be connected to my upbringing and gender stereotypes that were instilled be connected to my upbringing and gender stereotypes that were instilled in me since I was very young.in me since I was very young.

Addressing Women’s Ways of Knowing to Improve the Addressing Women’s Ways of Knowing to Improve the Technology Education Environment for All Students Technology Education Environment for All Students

by by Karen F. ZugaKaren F. Zuga

This article also addresses the issue of lack of female interest in technology This article also addresses the issue of lack of female interest in technology courses. To begin, Zuga asks, “Are there differences between women and men which courses. To begin, Zuga asks, “Are there differences between women and men which might influence their choice of study and which need to be addressed? Can might influence their choice of study and which need to be addressed? Can technology educators begin to address the lack of participation of women and girls in technology educators begin to address the lack of participation of women and girls in technology education without understanding the potential for differences between technology education without understanding the potential for differences between men and women with regard to technology and to education?” Zuga looks at feminist men and women with regard to technology and to education?” Zuga looks at feminist ideas to try and answer these questions.ideas to try and answer these questions.

In our culture, women are no longer expected to be housewives. Our In our culture, women are no longer expected to be housewives. Our culture is changing and women are commonly found in the workplace. But in our culture is changing and women are commonly found in the workplace. But in our schools, students are still expected to take certain courses associated with their schools, students are still expected to take certain courses associated with their gender. Girls are expected to take home economic courses and boys are expected to gender. Girls are expected to take home economic courses and boys are expected to take technology education.take technology education.

Zuga discusses in her article how women are not very well represented in Zuga discusses in her article how women are not very well represented in the science community. But why? Science and technology have become linked to the science community. But why? Science and technology have become linked to masculinity. She writes about how Western Philosophers have liked technology to masculinity. She writes about how Western Philosophers have liked technology to masculinity and nature to femininity. Technology is a power that can control masculinity and nature to femininity. Technology is a power that can control nature. The gender of the two words is another form of male dominance.nature. The gender of the two words is another form of male dominance.

So how do educators create female interest in technology? Zuga writes So how do educators create female interest in technology? Zuga writes that some people have tried the “add women and stir” method. They throw women that some people have tried the “add women and stir” method. They throw women into technology courses and hope that it will solve the problem. Zuga suggests that into technology courses and hope that it will solve the problem. Zuga suggests that educators use feminists ideas to understand why women avoid technology and use educators use feminists ideas to understand why women avoid technology and use those ideas to change the learning environment to one that will attract and interest those ideas to change the learning environment to one that will attract and interest both males and females.both males and females.

Zuga, K.F. (1999). Addressing Women’s Ways of Knowing to Improve the Technology Education Environment for All Students. Journal of Technology, 10. Retrieved April 29, 2009, from http://scholar.lib.vt.edu/ejournals/JTE/v10n2/zuga.html.

My “ah ha” MomentMy “ah ha” Moment

As I wrote earlier, gender issues in education have As I wrote earlier, gender issues in education have always interested me. I believe it’s important to understand the always interested me. I believe it’s important to understand the different challenges that male and female students face different challenges that male and female students face because of their gender stereotypes. It was interesting to read because of their gender stereotypes. It was interesting to read Zuga relate female gender issues with feminist ideas. I would Zuga relate female gender issues with feminist ideas. I would never have thought to relate gender issues with masculine and never have thought to relate gender issues with masculine and feminine words used in language.feminine words used in language.

Building Their Future: Girls and Technology Education in ConnecticutBuilding Their Future: Girls and Technology Education in Connecticutby by

Suzanne Silverman and Alice M. PritchardSuzanne Silverman and Alice M. Pritchard

In their article, Silverman and Pritchard begin by discussing some of the In their article, Silverman and Pritchard begin by discussing some of the reasons girls avoid technology courses in schools. Their reasons were not unlike the reasons girls avoid technology courses in schools. Their reasons were not unlike the reasons listed in the other articles I read. Women respond better to connectiveness reasons listed in the other articles I read. Women respond better to connectiveness than how things work. They also feel that the boys had more opportunities to than how things work. They also feel that the boys had more opportunities to develop ALB skills. Silverman and Pritchard wrote, “They contend that to develop develop ALB skills. Silverman and Pritchard wrote, “They contend that to develop these skills an individual must participate in autonomous learning behaviors (ALB). these skills an individual must participate in autonomous learning behaviors (ALB). These behaviors include choosing to do high-level tasks, working independently on These behaviors include choosing to do high-level tasks, working independently on tasks, persisting on them and achieving success. Fennema and Peterson propose tasks, persisting on them and achieving success. Fennema and Peterson propose that males have more opportunities than females to pursue ALBs.”that males have more opportunities than females to pursue ALBs.”

Silverman and Pritchard conducted a study in Connecticut to change Silverman and Pritchard conducted a study in Connecticut to change enrollment and attitudes about women and technology. Their study consisted of two enrollment and attitudes about women and technology. Their study consisted of two phases.phases.

Phase I exposed girls at an early age to technology courses. They thought Phase I exposed girls at an early age to technology courses. They thought it would change attitudes about technology if they exposed the girls before gender it would change attitudes about technology if they exposed the girls before gender differences began to appear.differences began to appear.

They found that girls did well and had a positive experience, but it didn’t They found that girls did well and had a positive experience, but it didn’t affect the enrollment rates in high school.affect the enrollment rates in high school.

In Phase II, Silverman and Pritchard looked at reasons for the gender gap In Phase II, Silverman and Pritchard looked at reasons for the gender gap in enrollment and participation rates in technology courses in high schools.in enrollment and participation rates in technology courses in high schools.

They found that girls felt they didn’t receive enough information about They found that girls felt they didn’t receive enough information about technology courses from guidance counselors and that girls felt they might be technology courses from guidance counselors and that girls felt they might be treated differently by technology teachers.treated differently by technology teachers.

Silverman and Pritchard recommend that schools hire more female Silverman and Pritchard recommend that schools hire more female technology teachers to serve as role models for the female students. They also technology teachers to serve as role models for the female students. They also recommend that teachers get together and discuss gender equality and that schools recommend that teachers get together and discuss gender equality and that schools place more than one girl in a technology class to make them feel more comfortable.place more than one girl in a technology class to make them feel more comfortable.

Pritchard, A.M. & Silverman, S. (1996). Building Their Future: Girls and Technology Education in Connecticut. Journal of Technology Education, 7. Retrieved April 29, 2009, from

http://scholar.lib.vt.edu/ejournals/JTE/v7n2/silverman.jte-v7n2.html.

My “ah ha” MomentMy “ah ha” Moment

The three articles I’ve read have shared a lot of ideas about why female The three articles I’ve read have shared a lot of ideas about why female students aren’t enrolling in technology courses, but I liked how this article students aren’t enrolling in technology courses, but I liked how this article suggested there be more female technology teachers. It’s something that hadn’t suggested there be more female technology teachers. It’s something that hadn’t crossed my mind, but it makes sense. The article mentioned that girls feel they crossed my mind, but it makes sense. The article mentioned that girls feel they might be treated different in a technology course because they would be one of the might be treated different in a technology course because they would be one of the only females in the class. If their were more women technology teachers, I’m sure only females in the class. If their were more women technology teachers, I’m sure there would eventually be more female students. Girls would feel more comfortable there would eventually be more female students. Girls would feel more comfortable in a course taught by a woman even if the rest of the students were boys. I think in a course taught by a woman even if the rest of the students were boys. I think girls need more female role models in math, science, and technology.girls need more female role models in math, science, and technology.

ConclusionConclusion

There’s no argument that there is less interest and enrollment of female There’s no argument that there is less interest and enrollment of female students in technology courses than male students. Many reasons affect the students in technology courses than male students. Many reasons affect the attitudes of women towards technology. It could be gender roles, or feeling they attitudes of women towards technology. It could be gender roles, or feeling they have lack of skill or knowledge of technology, or that they just don’t know the have lack of skill or knowledge of technology, or that they just don’t know the courses are out there. It’s a real issue that needs to be addressed because as Weber courses are out there. It’s a real issue that needs to be addressed because as Weber and Custer say, “All students of both genders need to acquire the skills necessary to and Custer say, “All students of both genders need to acquire the skills necessary to become consumers capable of critically assessing the technologies they use, become consumers capable of critically assessing the technologies they use, resulting in the ability to make more informed decisions.” resulting in the ability to make more informed decisions.”

School need to understand the challenges that women face when it comes School need to understand the challenges that women face when it comes to technology and adapt their technology courses to attract interest to both males to technology and adapt their technology courses to attract interest to both males and females.and females.