Bridging the Gender Gap in High-Technology Education

Crombie, Gail; Abarbanel, Tracy; Anderson, Colin

doi:10.1177/019263650008461809

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…In addition, the group members' responses enable immediate comparison and cross-validation of experiences and ambitions between participants that could not be achieved in individual interviews. Because girls may contribute less when in the presence of boys (Crombie, Abarbanel, & Anderson, 2000), we grouped students by gender.…”

Section: Participantsmentioning

confidence: 99%

Vocational Anticipatory Socialization of Adolescents: Messages, Sources, and Frameworks That Influence Interest in STEM Careers

Jahn¹,

Myers²

2014

Journal of Applied Communication Research

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Section: Participantsmentioning

confidence: 99%

Vocational Anticipatory Socialization of Adolescents: Messages, Sources, and Frameworks That Influence Interest in STEM Careers

Jahn¹,

Myers²

2014

Journal of Applied Communication Research

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“…An alternative to offering all-female CS classes is to implement strategies to improve the learning experiences of females in mixed-gender CS classes. Therefore, it is useful to consider the classroom factors that may have contributed to the differences reported between females in all-female and mixed-gender CS classes on perceptions of teacher support, confidence, and future academic and occupational intentions (Crombie et al, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Given the current under-representation of females in CS and individual differences in experience with computers, it appears that, for some females, there are advantages to having the option to enroll in an all-female CS class. The implementation of all-female classes, however, can generate polemic debate (Crombie, Abarbanel, & Anderson, 2000). An alternative to offering all-female CS classes is to implement strategies to improve the learning experiences of females in mixed-gender CS classes.…”

Section: Discussionmentioning

confidence: 99%

All-Female Classes in High School Computer Science: Positive Effects in Three Years of Data

Crombie

Abarbanel

Trinneer

2002

Journal of Educational Computing Research

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In a three-year study, female students from all-female computer science (CS) classes were compared to male and female students from mixed-gender CS classes. Participants were 250 students enrolled in an elective Grade 11 CS course (63 females from three all-female classes and 155 males and 32 females from nine mixed-gender classes). Participants completed a questionnaire assessing perceived support from teachers and parents, computer-related attitudes, and future academic and occupational intentions. Females from all-female classes reported higher levels of perceived teacher support, confidence, and future academic and occupational intentions than did females from mixed-gender classes. Females from all-female classes reported levels as high as those reported by males on perceived teacher support, whereas males reported higher levels than did females from mixed-gender classes on perceived teacher support, confidence, intrinsic value, and future intentions. The present study provides some initial empirical evidence supporting the positive effects of all-female classes in CS at the high school level.

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“…Yaşam boyu öğrenme becerisi, bireyin herhangi bir şeyi öğrenmeye karşı isteklilik durumunu, merak düzeyini, yeni bilgiye karşı tutumu ve davranışlarını kapsamaktadır. Yaşam boyu öğrenmeye karşı daha olumlu tutum gösteren öğrenciler, öğrenmeye devam etme, daha çok kendine yönelme ve daha fazla özgüvene sahip olma eğilimindedir (Crombie & Abarbanel, 2000).…”

Section: Veri Toplama Araçlarıunclassified

Evaluation of information technology certificate programs in terms of 21st century skills

2019

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The purpose of this study is to determine the effectiveness of an IT certificate program that contributes to the career development of individuals in terms of gaining 21st century skills, given the increasing competitive conditions of globalization process and developments in Information Technologies (IT). This study covers the Cisco Certified Network Associate (CCNA) Certificate Program in Vocational and Technical High Schools in collaboration with Cisco Networking Academy, one of the important institutions among IT certification programs. This certificate program provides training to students in the department of information technologies and electrical-electronics technologies in vocational high schools in order to meet the labor demands in the field of computer networks technology in Turkey. This certificate program is a comprehensive study starting in 2011-2012 academic year and completed in two years. However, the scope of this study is limited to the comparison of demographic characteristics and 21st century skill levels of students participating and non-participating in the certificate program. The study was conducted with 1453 students and the majority of these students were male. According to the findings of the study, it was concluded that the students who participated in the certificate program had a high level of skills in terms of 21st century skills. In addition, there was no effect of gender among students participating in technology-based certificate programs. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Küreselleşme sürecinin artan rekabetçi koşulları ve Bilgi Teknolojilerinde (BT) yaşanan gelişmeler göz önüne alındığında, bireylerin kariyer gelişimlerine katkı sağlayan sertifika eğitim programlarının 21. yüzyıl becerilerinin kazandırılması bakımından ne derece etkili olduğunun ortaya konması bu çalışmanın amacını oluşturmaktadır. Bu çalışmada, BT sertifika eğitim programları arasında önemli kuruluşlardan biri olan Cisco Networking Academy işbirliği ile Mesleki ve Teknik Liselerde gerçekleştirilen Cisco Certified Network Associate (CCNA) Sertifika Programı ele alınmıştır. Bu sertifika programı, Türkiye’deki bilgisayar ağları teknolojisi alanındaki işgücü taleplerini karşılamak maksadıyla meslek liselerinin bilişim ve elektrik-elektronik teknolojileri alanlarındaki öğrenciler için eğitimler düzenlemektedir. Bu sertifika eğitim programının değerlendirilmesi 2011-2012 eğitim-öğretim yılında başlayan ve iki yılda tamamlanan kapsamlı bir çalışmadır. Ancak mevcut çalışmanın kapsamı, eğitim programının birinci yılında sertifika programına katılan öğrenciler ile katılmayan öğrencilerin demografik özellikler ve 21. yüzyıl beceri düzeyleri bakımından karşılaştırılması ile sınırlıdır. Araştırma toplamda 1453 öğrenci ile gerçekleştirilmiş olup bu öğrencilerin çoğunluğu erkeklerden oluşmaktadır. Çalışmanın bulgularına göre, sertifika programına katılan öğrencilerin katılmayan öğrencilere göre 21. yüzyıl becerileri bakımından birçok düzeyde yüksek becerilere sahip oldukları ve teknoloji ağırlıklı sertifika eğitim programlarına katılan öğrenciler arasında cinsiyete bağlı dezavantajlı grupların oluşmadığı sonucuna ulaşılmıştır.

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Bridging the Gender Gap in High-Technology Education

Cited by 8 publications

References 7 publications

Vocational Anticipatory Socialization of Adolescents: Messages, Sources, and Frameworks That Influence Interest in STEM Careers

Vocational Anticipatory Socialization of Adolescents: Messages, Sources, and Frameworks That Influence Interest in STEM Careers

All-Female Classes in High School Computer Science: Positive Effects in Three Years of Data

Evaluation of information technology certificate programs in terms of 21st century skills

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