Female Involvement in Information Technology Degrees: Perception, Expectation and Enrolment
The aim of this research was to identify the social, marketing and academic factors that effect the expectations and enrolment of students in university degrees. Of particular interest were the factors that differentiate female and male perceptions of Information Technology degrees from degrees in other discipline areas. Multidimensional scaling was used to analyse and compare high-school student subject dissimilarity ratings with perceptions of discipline areas at Southern Cross University. It was found that females tend to avoid information technology degrees, not because such degrees are considered difficult, but because they do not offer scope for teamwork and social interaction.
Gender stereotypes prevail in ICT: a research review
This paper surveys the research literature on stereotyping of gender and ICT and how it affects girls' participation in ICT education and work. Gender stereotypes can influence girls' choices over time, reducing their confidence and interest in ICT and turning them away from ICT as an occupation. The stereotypes can give negative messages about girls' aptitude for ICT work and the types of activities, which should interest them. ICT stereotypes are predominantly negative, provide misleading ideas about ICT as a career discouraging both girls and boys, and make the field particularly unattractive to girls. Stereotypes introduced in the family and social environment are often reinforced by images in the mass media as well as widespread education practices. Very few mitigating influences (such as same sex schools) have any impact on these stereotypes.
Children and Computers: Do Sex-Related Differences Persist?
A three-year study of middle-school and high-school students shows that girls are less interested in computers and less confident in their computer skills even when they have as much experience with the technology as boys.