Bridging the gender digital divide in developing countries

Singh, Sumanjeet

doi:10.1080/17482798.2017.1305604

Cited by 30 publications

(23 citation statements)

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“…According to the International Telecommunication Union (ITU), on average, women are 16 percentage points less likely to use the internet compared with their male counterparts. This gender-gap is consistent globally, varying between 11% and 19% in Nigeria, Tanzania, India, Pakistan, and Japan, with differences as high as 31% in the least developed settings [ 7 ]. Gender gaps in these settings have been attributed to a variety of determinants, including disproportionate access to education among young women, which impairs their literacy levels.…”

Section: Introductionmentioning

confidence: 92%

“…Unequal access to technology among men and women constitutes one of the most striking aspects of the digital divide. The impact of the digital divide on gender has been widely studied in various developing and developed economies [ 7 ]. According to the International Telecommunication Union (ITU), on average, women are 16 percentage points less likely to use the internet compared with their male counterparts.…”

Section: Introductionmentioning

confidence: 99%

“…Further determinants include limited institutional opportunities for ICTs, personal safety issues with access to ICTs, and the leaky pipe phenomenon, which describes female preference to advance their family’s welfare over their personal development [ 6 ]. These barriers are perpetuated by structural factors such as extreme poverty and highly patriarchal societies, as well as psychological barriers such as limited confidence among women in their capacity to learn ICT skills, and the belief that technology is reserved for their male counterparts [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

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Gender and the Digital Divide Across Urban Slums of New Delhi, India: Cross-Sectional Study

Joshi¹,

Malhotra²,

Amadi³

et al. 2020

J Med Internet Res

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Background Disparities in access to specific technologies within gender groups have not been investigated. Slum settings provide an ideal population to investigate the contributing factors to these disparities. Objective This study aimed to examine gender differences in mobile phone ownership, internet access, and knowledge of SMS text messaging among males and females living in urban slum settings. Methods A convenience sampling approach was used in sample selection from 675 unnotified slums. A total of 38 slum sites were then selected across four geographic zones. Of these, 10% of the households in each slum site was selected from each zone. One household member was interviewed based on their availability and fulfillment of the eligibility criteria. Eligible individuals included those aged 18 years and above, residing in these slums, and who provided voluntary consent to participate in the study. Individuals with mental or physical challenges were excluded from the study. Results Our results showed that females were half as likely to own mobile phones compared with males (odds ratio [OR] 0.53, 95% CI 0.37-0.76), less likely to have internet access (OR 0.79, 95% CI 0.56-1.11), or know how to send text messages (OR 0.93, 95% CI 0.66-1.31). The predictors of mobile phone ownership, internet access, and text messaging between males and females included age, individual education, housing type, and the number of earning members in a household in the adjusted analysis. Among males, the number of earning members was a predictor of both mobile phone ownership and text messaging, whereas household education was a predictor of both internet access and text messaging. Age and individual education only predicted internet access, whereas housing type only predicted text messaging. Among females, household education was a predictor of all the technology outcomes. Age and type of toilet facility only predicted mobile phone ownership; housing type only predicted internet access whereas television ownership with satellite service and smoking behavior only predicted text messaging. Conclusions Our study findings showing disparate access to technology within gender groups lend support for further research to examine the causal mechanisms promoting these differences to proffer significant solutions. Specifically, our study findings suggest that improving household education is crucial to address the disparate access and usage of mobile phones, the internet, and text messaging among women in slum settings. This suggestion is due to the consistency in household educational level as a predictor across all these technology indicators. In addition, the mechanisms by which the number of household earning members influences the disparate access to technology among men call for further exploration.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender and the Digital Divide Across Urban Slums of New Delhi, India: Cross-Sectional Study

Joshi¹,

Malhotra²,

Amadi³

et al. 2020

J Med Internet Res

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“…Por otra parte, en relación con el nivel de inclusión digital del profesorado, se ha avanzado en conocer cómo es la conectividad, uso y participación en la web 2.0 (Duarte y Pires, 2011;Jiménez, Ruiz y Vega, 2016). Así, a partir de los resultados obtenidos, se puede considerar que el hecho de que las mujeres no hayan conseguido integrar totalmente las TD en su labor profesional (Gil-Flores, Rodríguez-Santero y Torres-Gordillo, 2017;Jiménez-Cortés, 2015), ha influido en el menor acceso de éstas, con respecto a los varones, a la información desde el trabajo y también desde el hogar (Fernandez y Wilding, 2003;Singh, 2017). Especialmente, si se tiene en cuenta que son ellas, además, quienes generalmente toman la responsabilidad del cuidado del hogar y la familia (Carrasco, 2011).…”

Section: Discusión Y Conclusionesunclassified

Entornos personales de aprendizaje del profesorado desde una perspectiva de género

López

Esteban

2018

profesorado

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Este trabajo presenta los resultados de un estudio exploratorio cuyo objetivo ha sido conocer el nivel de inclusión digital del profesorado así como los elementos que integran su Entorno Personal de Aprendizaje y el uso que hacen de los mismos, desde una perspectiva de género. Se trata de una investigación cuantitativa, desarrollada a través de un diseño descriptivo, realizada a partir de una encuesta, con una muestra de 293 docentes de niveles educativos no universitarios. Los resultados más destacables muestran que el PLE de los profesores y las profesoras está formado por los mismos recursos digitales. Además, las prácticas que desarrolla el profesorado en el ámbito docente, con los elementos de su PLE, están orientadas a su propia formación, la difusión de contenidos entre el alumnado y la planificación de su práctica educativa de manera colaborativa e individual. Sin embargo, el empleo que hacen profesoras y profesores de ellos es diferente, ya que ellas suelen emplearlos para formarse con mayor frecuencia que sus compañeros. Asimismo, en relación con el nivel de inclusión digital, se han encontrado diferencias significativas entre ambos sexos en las variables analizadas.

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“…Gender differences in access to and use of ICTs can hamper the ability of women to benefit from these resources and thereby imperils their life prospects. Certainly, such exclusion or bias is not only inimical, unethical, perverse, unjustified but also against human rights (Singh, 2017). If these technologically excluded women’s population is included, they may reap various benefits of ICT, which has the ability to assuage some of the obstructions faced specifically by women, that is, illiteracy, time scarcity, hindrances of mobility and various cultural and religious taboos.…”

Section: Introductionmentioning

confidence: 99%

Women and ICT: A Study on Access and Perceptions in North India

Singh

Kumar

2018

Indian Journal of Human Development

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The potential of information and communication technology (ICT) as a tool to reduce gender inequality and strengthen the position of women in a society is increasingly recognized. However, a significant gender digital divide is also observed, which is reflected in women’s low level of access and use of ICT as compared to men due to socio-economic, structural, psychological and institutional barriers. In this context, this article aims to explore the state of Indian women with regard to access, usage and effects of ICT tools. It analyses respondents’ perceptions on ICT in relation to betterment of women’s conditions and also explores the reasons for poor access and usage of ICT among Indian women. The article is based on a study of cross-sectional survey data collected from women respondents residing in rural and urban areas of six states of India, namely Haryana, Uttarakhand, Rajasthan, Punjab, Himachal Pradesh and Uttar Pradesh. This article argues that it is imperative to make ICT more accessible and affordable for Indian women in order for them to garner its benefits.

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Bridging the gender digital divide in developing countries

Cited by 30 publications

References 0 publications

Gender and the Digital Divide Across Urban Slums of New Delhi, India: Cross-Sectional Study

Gender and the Digital Divide Across Urban Slums of New Delhi, India: Cross-Sectional Study

Entornos personales de aprendizaje del profesorado desde una perspectiva de género

Women and ICT: A Study on Access and Perceptions in North India

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