Technical Boys and Creative Girls: The Career Aspirations of Digitally Skilled Youths

Autor/inn/en	Wong, Billy; Kemp, Peter E. J.
Titel	Technical Boys and Creative Girls: The Career Aspirations of Digitally Skilled Youths
Quelle	In: Cambridge Journal of Education, 48 (2018) 3, S.301-316 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Billy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2017.1325443
Schlagwörter	Foreign Countries; Secondary School Students; Adolescents; Computer Science Education; Summer Schools; Occupational Aspiration; Information Technology; Achievement Gap; Semi Structured Interviews; Technological Literacy; Self Concept; Discourse Analysis; Creativity; Curriculum; Educational Change; Academic Aspiration; Gender Differences; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Computer science lessons; Informatikunterricht; Summer school; Sommerkurs; Berufsneigung; Berufsziel; Informationstechnologie; Technisches Wissen; Selbstkonzept; Diskursanalyse; Kreativität; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Geschlechterkonflikt; Qualitative Forschung
Abstract	Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally skilled teenagers (aged 13-19), this article investigates their digital career aspirations and examines how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While it was found that digitally skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, the growing importance of creativity as a career pathway into digital technology is highlighted. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01