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I.
Teachers and the educational system are believed to influence the gender
gap in computer use. One argument states that the gender separation in the use
of the Internet begins as far back as kindergarten. Boys gravitate toward
computer games and mechanical toys (Wilder, Marchie & Cooper 1985: 215-
216, 220). Girls, on the other hand, are more likely to play with dolls or be
involved in more social games. Teachers may treat boys differently than girls
causing differing expectations. For example, boys and girls are often
approached differently when dealing with inappropriate physical and verbal
attacks on others. Boys involved in pushing or even fist fights may be more
accepted that girls involved in the same activities; "boys will be boys." Girls
are expected to be better negotiators thus preventing the need for physical
altercations. In addition, girls in adolescence tend to experience weakening self
perceptions (Miller, Chaika, Groppe,1996). Many girls in adolescence go
through changes which negatively affect self image and future choices. As a
result, girls often refrain from asking questions and sharing answers. Many
girls feel inferior to others or wish to mask their leadership abilities and
intelligence and decline opportunities to take part in student government, clubs,
or challenges that may cause failure. These issues also discourage some girls
from taking part in higher track classes in math, science, and computer science.
Still others point at education at the administrative level. Here, some say, is
where funds are appropriated. There are views that teachers and administrators
in education are responsible for the gender gap in technology.
Lee Canter said it best, "Parents are the most important, influential
people in a child's life" (Canter, 1991). Parental views on gender roles, belief
systems regarding gender, and actions toward both sexes will inevitably
influence children. Children are sent strong signals about the world around
them, more specifically about men and women, from parents. Parents' actions
and words send messages about the parents' beliefs. Parents should closely
examine whether their actions and words are telling their children what they
wish them to be telling their children. Parents should closely examine what
they say with their actions and words.
At the high school level, the report indicates only 17% of computer
science "Advanced Placement" test takers are girls. At the college level,
women receive less than 28% of computer science bachelor degrees, and just
9% of engineering-related bachelor's degrees.
Evidence does exist that boys prefer computers more than girls. In a 1994 study,
researchers found that boys were heavier computer users than girls in a 4:1 ratio. In
adolescent years girls also still tend to not like computers as much as boys. Girls
sometimes experience negative self-images.
Males have many male role models in the field of technology. Females usually
have less of these types of role models. Because of this difference, girls are less likely to
want such careers in technology and science for themselves.