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AutorAbbiss, Jane
TitelGender Identity and Meaning Making in Specialist IT Classes
Quelle(2005), (15 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterForeign Countries; High School Students; Computers; Sexual Identity; Information Technology; Gender Differences; Masculinity; Computer Science Education; Information Management; Student Experience; Social Influences; Student Attitudes; Case Studies; Grade 12; New Zealand
AbstractAn exploration of how year 12 students in a New Zealand high school make meaning of their experiences of different specialist IT (information technology) courses shows that gender identity is a potent factor in their experiences. At a personal level, individual students, males and females, construe their experiences of CPS (computer studies) and TIM (text and information management) courses differently. However, students tend to think of different computer activities as masculine and feminine practices. They imbue courses with masculine and feminine identities, depending on the type of computer applications, knowledge and skills that are emphasised in the courses. These are socially defined notions of computing activity as gendered practice. Also, students' experiences are tied up with ideas about what sort of computer practices are consistent with their developing and personal identities as male and female students of IT and computer users. This has implications and raises questions for those who are concerned with a perceived "problem" in the under representation of females in computer science and related courses. It suggests that the "problem" is more complex than it may initially appear. (Contains 1 footnote.) (Author).
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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