Turnitin Assignment 8

8/14/2019 Turnitin Assignment 8

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Assignment 8

I.

When examining gender bias, it is important to define and understand

the term. Gender is defined by the American Heritage Dictionary as

"classification of sex." According to this same source, bias is defined as

"preference or inclination that inhibits impartiality; prejudice" (American

Heritage Dictionary,1983). Thus gender bias is separation of gender in a way

which prefers one sex over the other. Gender bias in technology refers to

preference for or favoring of one sex over the other in computer use and/or

access, software use and/or manufacturing, and Internet use and content. As can

be seen, gender bias in technology is a multifaceted and complex issue. A

gender gap exists between males and females in the use of technology. In a1994 study, it was found that in a group of fourth through sixth graders who

were defined as "heavy" computer users, the ratio of girls to boys using

computers was 1:4 (Sakamoto, 1994). This is only the beginning of a trend

which reveals a gap between boys and girls that continues into high school,

college, and beyond. "Girls' participation rates (in math and science) in

elementary and secondary school have increased, but drop as women advance

in higher education. Although girls' achievement is approaching that of boys, a

gender gap persists which increases with the grade level (Title IX at 25: Report

Card On Gender Equity). Girls are making progress in these areas, but as the

statistics show, much more needs to be done. One simply needs to walk into

computer clubs or computer science classes in order to see the gap between the

number of boys versus girls in these clubs and classes. While information

above makes it apparent that there is a gender gap in technology, there are a

variety of theories as to why females lose interest in technology as they enter

adolescence. One speculation is that girls simply approach technology

differently. Some point to parental influence. Other theories blame teachers and

the overall educational institution. Still other ideas lay the origins of this gap at

role models or lack of role models. Another cause of the gender gap in

technology is believed to be manufacturers of technology products. Althoughthe most common theories point to a combination of all of these, each of the

major influences will be discussed individually.

Teachers and the educational system are believed to influence the gender

gap in computer use. One argument states that the gender separation in the use

of the Internet begins as far back as kindergarten. Boys gravitate toward

computer games and mechanical toys (Wilder, Marchie & Cooper 1985: 215-


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216, 220). Girls, on the other hand, are more likely to play with dolls or be

involved in more social games. Teachers may treat boys differently than girls

causing differing expectations. For example, boys and girls are often

approached differently when dealing with inappropriate physical and verbal

attacks on others. Boys involved in pushing or even fist fights may be more

accepted that girls involved in the same activities; "boys will be boys." Girls

are expected to be better negotiators thus preventing the need for physical

altercations. In addition, girls in adolescence tend to experience weakening self

perceptions (Miller, Chaika, Groppe,1996). Many girls in adolescence go

through changes which negatively affect self image and future choices. As a

result, girls often refrain from asking questions and sharing answers. Many

girls feel inferior to others or wish to mask their leadership abilities and

intelligence and decline opportunities to take part in student government, clubs,

or challenges that may cause failure. These issues also discourage some girls

from taking part in higher track classes in math, science, and computer science.

Still others point at education at the administrative level. Here, some say, is

where funds are appropriated. There are views that teachers and administrators

in education are responsible for the gender gap in technology.

The lack of strong female role models is believed by some experts to be

yet another reason for the gender gap in technology use between males and

females. Dr. Janese Swanson Ed.D suggests providing children the opportunity

to see guest speakers from both genders in nontraditional careers (Swanson,

1999). Common sense tells us that we find possibility or lack of possibility in

what we experience. Girls who see and develop communication with otherfemales who have careers in science and technology fields, will be more likely

to have these high expectations for themselves. These girls will perceive

science and technology fields as plausible careers for themselves. Few female

mentors are available for girls when investigating career opportunities

(Horizons, 1998). Just like boys, girls benefit from listening and interacting

with mentors and role models.

Lee Canter said it best, "Parents are the most important, influential

people in a child's life" (Canter, 1991). Parental views on gender roles, belief

systems regarding gender, and actions toward both sexes will inevitablyinfluence children. Children are sent strong signals about the world around

them, more specifically about men and women, from parents. Parents' actions

and words send messages about the parents' beliefs. Parents should closely

examine whether their actions and words are telling their children what they

wish them to be telling their children. Parents should closely examine what

they say with their actions and words.


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At the high school level, the report indicates only 17% of computer

science "Advanced Placement" test takers are girls. At the college level,

women receive less than 28% of computer science bachelor degrees, and just

9% of engineering-related bachelor's degrees.

Those around young girls have great potential to influence their

perceptions of themselves and other in relation to technology. Parents have the

greatest potential to influence their children. Teachers and the educational

system also have the ability to shape the self-images and futures of girls as they

approach computers and computer fields. Though it can be argued that they

have less influence, software manufactures and Internet providers also take part

in encouraging or discouraging females in technology use. Parents, the

educational systems, and manufacturers have the ability to help girls overcome

the gender gap in technology.

If we want to see young girls more involved in computers, we must

begin with parents. There are many practical and easy ways parents can

encourage their girls in the use of technology. Parents can begin at home to

encourage girls to use technologies. Several ideas for encouraging girls' interest

in technology have been adapted from the recommendations of Dr. Janese

Swanson (Swanson, 1999). First, children should be exposed to technology at

an early age. Children should learn that technology is fun and helpful to use.

They should see it as one of the many tools in our world that make life easier.When children are ready to be active participants in using technology, parents

should be ready with opportunities to use it. Parents should also buy technology

products of interest to their daughters. Unfortunately, a majority of the CD's for

children are designed for the interests of boys (Adelson, 1996). Girls rarely

have interest in monsters or weapons commonly seen in computer software.

Rather, they tend to want to accomplish a specific goal using the computer. As

a result, it may be more challenging to find programs that will interest young

girls. "Barriers are lifted when girls play with other girls and have equal access

to the control devices such as the video game control pad, keyboard, joystick,

or mouse" (Swanson, 1999). Another opportunity to encourage girls' use oftechnology is to get the child involved in gender specific clubs such as a girls'

computer club. Dr. Swanson also encourages mothers to play with computers

and other technology with their daughters. Support from parents encourages

children to develop their skills with technology. The one-on-one interaction

between mothers and daughters can be greatly beneficial to both. Discussing

technology with girls is yet another way for parents to encourage technology


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use. Parents should ask girls about their likes and dislikes of computer games

played, Internet sites visited, and issues surrounding computers and the Internet

(Swanson, 1999). Sharing and validating children's opinions strengthens their

confidence. The greatest piece of advice from Dr. Swanson to parents is to be

role models for their children. Children often imitate parents' priorities,

attitudes, and actions. When parents use technology comfortably in their daily

lives both for entertainment and in their professions, their children will be more

likely to do the same.


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II.

Gender means classification of the sex. Gender bias means preference or

inclination that inhibits impartiality; prejudice. Gender bias when related to the

computer is when a gender is favored in terms of computer use, software, or internetaccess.

Evidence does exist that boys prefer computers more than girls. In a 1994 study,

researchers found that boys were heavier computer users than girls in a 4:1 ratio. In

adolescent years girls also still tend to not like computers as much as boys. Girlssometimes experience negative self-images.

Males have many male role models in the field of technology. Females usually

have less of these types of role models. Because of this difference, girls are less likely to

want such careers in technology and science for themselves.

Parents, educators, and even computer manufacturers have the opportunity to

encourage our young women. Parents should listen closely to their selves and how they

are influencing their children. Women are highly capable of being successful in

technology if we encourage them to try.

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Turnitin Assignment 8