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Gendered access to and uses of ICTs in South Africa
a Western Cape perspective
Laura Czerniewicz & Cheryl Brown
Introduction
The past “Gender is indeed related to computer use,
the existing literature pointing to this is substantial” (Schofield, 1995).
Today The gap between males and females no
longer exists (Sax et al 2001), it is closing (Raban 2002) the differences have become more subtle (Livingstone 2005)
Research questions
What resources do male and female students and staff have differential access to, in order to use computers for teaching and learning?
Are male and female students and staff in these institutions using computers to different extents and in different ways?
How do our findings compare with international research over the past five years on gender and computer access and use in education?
Setting the scene
Study conducted March - May 2004 Across the (then) 5 higher education
institutions in the Western Cape 6577 students and 515 academic staff
(± 10% of population)
Student respondents
Mixed Faculty responses 64 % undergrad, 12% postgrad 90% full time on campus Almost equal gender representation (52%
female) 57% under 20 yrs, 35% 21-25 yrs, 8% over
25 40% English home language (of the rest
47% Afrikaans, 27% Xhosa) 48% first person in immediate family to
undertake HE
Staff respondents
Mixed Faculty responses 60% worked at institution for > 5 yrs 38% Lecturers, 23% Senior Lecturers, 22%
Assoc Prof and above 66% male 42% under 40 yrs 59% English home language (majority rest
Afrikaans)
Conceptual framework - Access
Technology Personal Agency
Contextual Content
Physical Practical Social Institution
Definition tangible components of computers and associated telecomm. infrastructure
control over when and to what extent computers are used
person’s disposition towards using computers as well as their aptitude
interest and support received from a community social network
integration of technology into the institution
availability of suitable digital material online
Indicator LocationAvailabilityAdequacy
Time Autonomy
DispositionAptitude
SupportNetworks
ExtentPolicySupportIntention
RelevanceLocal productionLanguage
Our findings: Technological access
PHYSICAL Male / female same access to physical
resources Equal access to computers and the internet
on and off campus
PRACTICAL Males more autonomy than females But no difference in having enough time to
undertake teaching and learning activities
Technological resources: Practical
Shared use of a computer off campus- students
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
Just me 2 people 3 people 4 people more than 4 people
Female Male
Technological resources: Practical
Student Staff
Primary user off campus when sharing
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
No Share equally Yes
FemaleMale
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
No Share equally Yes
Female Male
Technological access- findings compared
We found – same access to physical resources. – equal access to computers and the internet on and off
campus
The literature is contradictory– Some studies show no differences (Atan et al 2002, Miller
et al 2001) Livingstone 2005- “Interestingly, gender makes little
difference to access in any location”
– Others show differences UK differences (Selwyn 2003, La Valle et al 2001) Europe differences (Sorenson& Stewart 2004) African countries differences (Derbyshire 2003)
Our findings: Personal agency
No overall difference in disposition or aptitude
However males report – a higher aptitude in terms of
self rating of their own ability more computer experience
– A higher disposition towards using computers express higher degree of interest in computers
Personal Agency: Aptitude
Students Staff
Knowledge and skills
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Poor Average Good Excellent
Female Male
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Poor Average Good Excellent
FemaleMale
Personal Agency: Aptitude
Students StaffExperience
0%
5%
10%
15%
20%
25%
30%
< 1 year 1-2 years 3-4 years 5-6 years 7-10 years > 10 years
FemaleMale
0%
20%
40%
60%
80%
100%
5-6 years 7-10 years > 10 years
FemaleMale
Personal Agency: Aptitude
Institutional computer training: Staff
0%
20%
40%
60%
80%
No Yes
Female Male
Personal Agency: Disposition
Student Staff
Interest in technology
0%
20%
40%
60%
80%
100%
Disagree Agree
Female Male
0%
20%
40%
60%
80%
Disagree Agree
Female Male
Resources of personal agency compared
We found– Males have a higher aptitude in terms of
self rating of their own ability more computer experience
– A higher disposition to using computers express higher degree of interest in computers
The literature reveals striking consensus!– Sax et al 2001, Canada: McCoy et al 2004, Miller
et al 2001, USA; Barraket 2001 Australia; Livingstone 2005, UK; Durndell 2000, Scotland & Rumania; Derbyshire 2003, Africa
Our findings: Contextual resources
Both males and females have access to supportive social networks but these are accessed differently – More female students turn to family and friends
to help with computer problems whereas more male students problem solve themselves
– Both female staff and students indicate less satisfaction with IT support
Contextual: Social access
Student problem solving
0%
20%
40%
60%
Family & friends IT support Problem solve oneself
Female Male
Contextual: Institutional
Student Staff
Support
0%
20%
40%
60%
80%
Disagree Agree
Female Male
0%
20%
40%
60%
80%
Disagree Agree
Female Male
Contextual: Institutional
0%
20%
40%
60%
80%
Disagree Agree
Female Male
Staff on student support
Our findings: Contextual resources
Both males and females have access to supportive social networks but these are accessed differently – More female students turn to family and friends to
help with computer problems whereas more male students problem solve themselves
– Both female staff and students indicate less satisfaction with IT support
Found little in the literature– Girls more likely to ask for help (Livingstone
2005)
Our findings: Online content
No gendered perspective which is consistent with overall perception of adequacy
Students Staff
Relevant to courses 89% 93%
Relevant to South Africa 79% 88%
Produced locally 65% 78%
In language I want 80% 92%
In more than 1 language 35% 63%
Our findings: Use
Higher use by male students in general No gendered differences found in use for
teaching and learning
Overall use amongst students
0%
20%
40%
60%
communication study recreation information
Females Males
Use findings compared
We found– Higher use by male students in general– No gendered differences found in use for teaching and
learning
The literature suggests that the computer use in education gender divide has disappeared in North America but not elsewhere
Summary
No gender differences in technological access however– Females have less autonomy of access
Systematic differences in confidence and experience – Males are more confident, have more
experience and more interest
Different approaches to problem solving– Females report less adequate institutional
support
Conclusions
The gender gap to accessing technological resources has been narrowing
The gap in access to resources of personal agency has not
Despite differences in personal agency this does not equate to differences in use for teaching and learning
