‘Because it’s boring, irrelevant and I don’t like computers’: Why high school girls avoid professionally-oriented ICT subjects

Anderson, Neil; Lankshear, Colín; Timms, Carolyn; Courtney, Lyn

doi:10.1016/j.compedu.2006.12.003

Cited by 178 publications

(88 citation statements)

References 6 publications

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“…On the other hand, male teachers demonstrated greater interest in technology and exhibited a higher level of confidence in their ability to use technology. This may have led to a possibility that females may not enter careers that are related to technology although equal opportunities are available for females in such industries (Anderson, Lankhear, Timms & Courtney, 2008). With empirical support for a lack of gender difference in e-learning acceptance, efforts could be channelled to addressing other issues, such as age and perceived competence of potential and existing students.…”

Section: Discussion and Implications For Asian Contextsmentioning

confidence: 99%

Assessing e-learning acceptance by university students in Thailand

Teo

Wong

Thammetar

et al. 2011

AJET

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The aim of this study is to assess e-learning acceptance by students, using data collected from 377 students at three public universities in Thailand. Using the Elearning Acceptance Measure (Teo, 2010b), participants gave their responses to 21 statements on three factors hypothesised to measure e-learning: tutor quality, perceived usefulness, and facilitating conditions. Results showed that university students in Thailand have an above average level of e-learning acceptance (mean=111.36 out of 147). Among the user domains, age and perceived competence correlated significantly with the factors in ElAM. Using MIMIC modelling, students' elearning acceptance was found to be significantly different by age and perceived competence. IntroductionIn many educational systems, technology integration has been regarded among the top priorities in policy making, budget planning, and curriculum development. At the same time, technology is recognised as one of the key drivers for the improvement of teaching and learning (Afshari, Bakar, Wong, Samah & Fooi, 2008;Wong, Atan & Sabudin, 2010), prompting governments to launch major initiatives and make considerable capital investments to build and maintain information communication technology (ICT) infrastructures in the schools (Moses, Khambari & Wong, 2008). In recent years, the Internet has not only fostered rapid access to information; it also facilitated changes in the nature of today's education (Wong, Ng, Nawawi & Tang, 2005). By harnessing network technologies and wireless devices, teaching and learning is allowed to take place within and beyond the traditional classroom environment via electronic learning or e-learning. Many institutions, instructors, and policy makers have taken advantage of the flexibility of online learning in order to cater to the needs of current and potential students at all levels of education, including those who were unable to attend traditional courses on campus (Cheung, 2005;Dawson, 2006;Johnson, et al., 2011).In many developing countries such as Thailand, students experience difficulties in their access to teachers and learning materials, and their exposures to learning resources are restricted to the locality where they are situated. In response to this Teo, Wong, Thammetar and Chattiwat 1357 situation, Thailand has focused most of its educational plans and policies on building ICT infrastructures and improving accessibility of ICT to teachers and students. According to the Southeast Asian Ministers of Education Organization (2010), these developments are important to reduce the rural-urban gap in education, by bridging the different level of access to ICT infrastructure, auguring well for the advancement of e-learning in the country (Southeast Asian Ministers of Education Organization, 2010).Many higher institutions of learning around the world are aggressively offering online courses, taking advantage of the rapid development of the Internet technology (Yee, Wong, Mohamad Ayub & Mahmud, 2009). To overcome constraints in teaching and lear...

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Section: Discussion and Implications For Asian Contextsmentioning

confidence: 99%

Assessing e-learning acceptance by university students in Thailand

Teo

Wong

Thammetar

et al. 2011

AJET

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“…The three categories are based on those proposed by Anderson et al (2008) and reflect the girls' intent to consider an ICT career before and after the Event. These three categories are: Takers): girls who did NOT consider ICT as a career option neither before nor after the Event.…”

Section: Methodsmentioning

confidence: 99%

“…It was reported that interventions have a positive effect in a way that participating girls were more positive about careers in computing and were more likely to consider enrolling in university CS courses (Anderson et al 2008). Outside of Australia, a comparison study of African Americans and Anglo Americans examining ICT career intentions revealed that ICT selfefficacy and occupational stereotypes were related to attitudes toward ICT jobs, and that these attitudes were positively related to career intentions (Johnson et al 2008).…”

Section: Introductionmentioning

confidence: 99%

ICT Interventions for Girls: Factors Influencing ICT Career Intentions

Gorbachevа

Craig

Beekhuyzen

et al. 2014

AJIS

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Intervention programs aimed at promoting study and work opportunities in the Information and Communications Technology (ICT) field to schoolgirls have been encouraged to combat a decline in the interest among girls to study ICT at school. The goal of our study is to investigate the influence of such interventions on schoolgirls' intentions to choose a career in the ICT field by analysing comprehensive survey data (n = 3711), collected during four interventions in Australia, using the Partial Least Squares method. Our study is also aimed at identifying other factors influencing ICT career intentions. We found that the attitude towards interventions has an indirect influence on ICT career intentions by affecting interest in ICT. Our results also challenge several existing theoretical studies by showing that factors that had previously been suggested as influencers were found to have little or no impact in this study, these being same-sex education and computer usage.

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“…En Australia, también hay una menor presencia femenina en las carreras de físicas, matemáticas, ingeniería e informática (Anderson, Lankshear, Timms y Courtney, 2008;Cox, Leder y Forgasz, 2004). En el caso de Sudáfrica nuevamente observamos diferencias de género en la elección de estudios tecnológicos e informáticos (Bovée, Voogt y Meelissen, 2007).…”

Section: Estado De La Cuestiónunclassified

“…En este aspecto, los resultados son semejantes a los obtenidos para distintos países (Anderson et al, 2008;Ayalon, 2003;Bovée et al, 2007;Brandell et al, 2007;Brandell y Staberg, 2008;Colley y Comber, 2003;Cox et al, 2004;Durndell y Haag, 2002;Nagy et al, 2006;Papastergiou, 2008;Rodd y Bartholonew, 2006). Del mismo modo, no son las diferencias de rendimiento en la PAU las que marcan la orientación en la elección de estudios.…”

Section: Conclusionesunclassified

Rendimiento en la PAU y elección de estudios Científico-Tecnológicos en razón de género= Achievement the university entrance exam and election of Scientific-Technological degrees by gender

Menéndez

Inda‐Caro

Calvo

2014

REOP

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RESUMENDurante las últimas décadas se han estudiado los diferentes comportamientos que siguen chicos y chicas en la elección de estudios universitarios. En esas investigaciones se ha constatado que, pese a los esfuerzos realizados, esas decisiones siguen estando marcadas por el género. El texto analiza los resultados y decisiones que toman los y las estudiantes de Bachillerato Científico-Tecnológico y Biosanitario que realizan la PAU (prueba de acceso) en la Universidad de Oviedo durante un lustro (2006)(2007)(2008)(2009)(2010). Este análisis se realiza a partir de los datos suministrados por la Universidad, siendo tratados mediante el programa informático SPSS 19.0, con el que se obtienen distintos parámetros estadísticos desagregados por género, puntuación en las materias, elección de carrera, etc. Se da cuenta de las dimensiones de la población desagregada por género, asignaturas de la modalidad científico-tecnológica y bio-sanitaria, y rama y carrera académica elegida. Se analiza el rendimiento en la prueba de acceso en relación con el género, asignaturas evaluadas y elección de carrera universitaria. Los resultados confirman ciertas esquematizaciones en razón de género, como la pervivencia de la resistencia a cursar estudios tecnológicos por parte de las chicas, pero también se formulan observaciones que contradicen tendencias muy asentadas en otros países y que permiten sustentar algunas conclusiones que evidencian la mayor presencia femenina en carreras tradicionalmente masculinas y la disminución e, incluso, desaparición de diferencias de rendimiento entre chicos y chicas.

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‘Because it’s boring, irrelevant and I don’t like computers’: Why high school girls avoid professionally-oriented ICT subjects

Cited by 178 publications

References 6 publications

Assessing e-learning acceptance by university students in Thailand

Assessing e-learning acceptance by university students in Thailand

ICT Interventions for Girls: Factors Influencing ICT Career Intentions

Rendimiento en la PAU y elección de estudios Científico-Tecnológicos en razón de género= Achievement the university entrance exam and election of Scientific-Technological degrees by gender

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