Gender Issues

In the context of using computers and technology for learning:

1. Have you observed signs of gender inequality in the ways that students use prevailing classroom technology?

I have definitely observed signs of gender inequality in the ways that my physics students use technology in the classroom. I don’t see it as much with access to technology but within the behavior using the technology. Gunn, McSporran, Macleod, and French (2003) state that recent studies indicate that inequality of access and technology literacy are diminishing. I would have to agree and do not see a significant difference between how the male and female students in my class access and use computers for research, presentations, or communication.

However, there is definitely a more dominant male behavior present in the class when using computers or other technological devices. I find that the women in my class are more apt to follow directions and procedures. The males are more apt to play and explore before asking for help. Although this male “thinking outside the box” type of inductive learning is to be encouraged in all students, I find that the females are more likely to complete the instructional goals by following procedures and asking for help when encountering an unknown problem or glitch.

2. Does the type of technology being used make a difference toward enhancing or diminishing gender neutrality?

Absolutely. In my physics class, students use a handheld data logging device for collecting experimental data, testing hypothesis and formulating graphs and equations (http://www.pasco.com/featured-products/xplorer-glx/index.cfm). When using this unfamiliar technology I have noted a strong difference in comfort and behavior between the males and females in my course. Ron MacDonald, an education professor at the University of Prince Edward Island, has conducted a survey of physics students using data loggers and the early trends seem to indicate that females are much less comfortable using this new technology. Many of them become frustrated and anxious when asked to use the device to obtain data that will be used in an assessment. It’s curious that the same females do not seem as frustrated or anxious when encountering problems using a familiar technology such as PowerPoint or Google. However, as I stated above, the female students are much more apt to ask the teacher for help and end up getting as good results, or better, than the males in the class who use the devices with little or no assistance. These results seem to be in accordance with those concluded by Gunn et al. (2003) that “women often perform better than men despite the observable difference in interaction style”.

3. Have circumstances in computer mediation changed in the last ten years?

The pervasive nature of technology in today’s society certainly indicates that circumstances in computer mediation have changed in the last few years. The whole evolution of Web 2.0 has created new levels of collaboration and interaction never before seen within the Internet. The advances in Information and Communication Technology have drastically increased students interaction through social networking, cell phone use and email.

4. How do females participate differently than males in an on-line activity?

I feel that depends on the setting and level of supervision. I f students are completing an on-line activity in a carefully supervised classroom setting (i.e. they know they are being watched) then I find that males and females participate and behave equally. However, Karen Frenkel (1990) raises a good point in her article stating that “women view computers as tools instead of toys”. I find that most females in my class will use the technology to complete the task then turn it off. The males in my class have a harder time turning it off. I believe that this speaks to the more obsessive, highly focused behavior that many males exhibit when using technology. Not many women will spend 20 hours over a weekend playing X-Box!

5. What beginning steps would you recommend to insure gender equality in use of computer technology can take hold in a learning setting that is familiar to you?

From points that I raised in questions 1 and 2, I feel that I need to ensure that females in my class are less anxious when it comes to using new technology that they might be unfamiliar with. Coupled with that is the fact that I need to encourage the males to ask for more assistance, without discouraging them from learning on their own and “playing” with the new technology.

I also think that allowing students more time with computer technology would increase student familiarity, engagement and learning. As teachers, we are often in a rush to complete and activity, measure the instructional goals and move on. We need to recognize that as tech-savvy as some students are, many males and females are stressed by new or unfamiliar computer technology.

Finally, I feel that it would be helpful to create mixed groups of males and females within the classroom. Identify male and female “experts” who can help other students if they become frustrated or stuck. This may help reduce the male dominant behavior that can sometimes exist in the classroom.

6. What does research say regarding strategies that might be useful to insuring that gender neutrality is introduced and maintained?

I believe that teachers must act as strong role models to instill in their students a sense of fairness, equality and respect both in the online classroom and in the traditional classroom. The idea of increasing students “Netiquette” (Cyndrekit, 2001) is very valid. Males need to understand that much of the misogynist behavior and comments seen in IRC channels, FaceBook, gaming sites, etc. is unacceptable in the school or in society. We need to educate our students that the proper behavior they use in face-to-face interactions still applies in cyberspace. Anonymity is no excuse for disrespectful, hateful or prejudiced comments or acts. Some ideas to help alleviate these actions and maintaining gender neutrality are:
• closing a topic of conversation that is considered rude or offensive;
• speaking up in defense of those being picked on;
• stating that a topic is not appropriate to discuss in a public forum. (Cyndrekit, 2001)

References:
Cyndrekit (2001). Gender Inequality on the Internet. Retrieved February 1, 2009, from the
Kuro5hin website: http://www.kuro5hin.org/?op=displaystory;sid=2001/3/1/154933/1604

Frenkel, K. (1990). Women & Computing. Retrieved February 2, 2009, from:
http://www.mith2.umd.edu/WomensStudies/Computing/Articles+ResearchPapers/women+
computing

Gunn, McSporran, Macleod, and French (2003). Dominant or Different? Gender Issues in
Computer Supported Learning. Retrieved January 31, 2009, from:
http://www.aln.org/publications/jaln/v7n1/v7n1_gunn.asp