Gender Identity and Meaning Making in Specialist IT Classes

Autor/in	Abbiss, Jane
Titel	Gender Identity and Meaning Making in Specialist IT Classes
Quelle	(2005), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign 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 + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Digitalrechner; Geschlechtsidentität; Sexuelle Identität; Informationstechnologie; Geschlechterkonflikt; Männlichkeit; Computer science lessons; Informatikunterricht; Procurement of information; Informationsbeschaffung; Studienerfahrung; Sozialer Einfluss; Schülerverhalten; Case study; Fallstudie; Case Study; School year 12; 12. Schuljahr; Schuljahr 12; Neuseeland
Abstract	An 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10