ERIC Number: ED249922
Record Type: Non-Journal
Publication Date: 1984-Apr
Reference Count: N/A
Computers and Girls: Rethinking the Issues. Technical Report No. 24.
A perspective about sex differences in relation to learning about computers which emphasizes the need to consider the context of societal beliefs and conditions is presented, as well as an analysis of the ways in which technology is viewed that have implications for how it is incorporated into educational settings. It is argued that, in addition to the inequity of access to computer hardware, girls and young women are often not given appropriate support and contexts for learning about this technology. Three lines of converging arguments are examined that relate to (1) the common identification of computers with mathematics and science; (2) concern about sex-related differences in science and mathematics, which also emerge in the area of computers; and (3) studies of children's learning processes and computer use in education, which provide material about patterns of sex differences in learning with computers. It is suggested that the type of use and the organization of the use setting are major determinants of boys' and girls' involvement with computers. A 33-item reference list is included. (LMM)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Bank Street Coll. of Education, New York, NY. Center for Children and Technology.