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 a
1994 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. Although
the 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-
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 other
females 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 inevitably
influence 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.
 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 of
technology 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
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.
 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 internet
access.

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. Girls
sometimes 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.