Gender and ICT: School and gender stereotypes

Ferreira, Eduarda

doi:10.1109/siie.2017.8259672

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…Girls typically do not engage with STEM subjects to the extent that their male counterparts do, turning them away from technology careers. Structural discrimination means that girls and women are not supported or encouraged to take up STEM subjects because of deeprooted stereotypes that place technology firmly in a male domain (cf., Ferreira, 2017): 'If you do look down through the educational system, you will see increasingly gender bias decisioning and/or splits across a variety of different subject areas' (Mark Mullen).…”

Section: Boys' Toys: the Technology Glass Ceilingmentioning

confidence: 99%

The triple glass ceiling: FinTech gender inequalities

Fox-Robertson,

Wójcik

2024

Finance soc.

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While FinTech gets promoted as an innovative and progressive solution to meeting financial needs globally, it is afflicted by pervasive gender inequalities, only recently noticed in research. To explore these gender inequalities at the core of FinTech, we use a mixed-methods approach, combining data on 100 leading FinTech firms and 15 interviews with FinTech professionals, collected in the latter half of 2021. We argue that women in FinTech face the ‘triple glass ceiling’ at the intersection of financial, technological, and entrepreneurial gender inequalities. Our sample shows that women account for only 7.69% of (co-)founders, 18.2% of executive committee members, and merely 4.04% of FinTech companies are led by a woman. Gendered stereotypes and a privileging of masculine performances produce significant barriers to women entering and progressing within FinTech. Discriminatory practices are overt and implicit, everyday and exceptional, micro and acute. Shattering the ‘triple glass ceiling’ in FinTech represents an immense challenge.

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Section: Boys' Toys: the Technology Glass Ceilingmentioning

confidence: 99%

The triple glass ceiling: FinTech gender inequalities

Fox-Robertson,

Wójcik

2024

Finance soc.

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“…Girls tend to consume mostly dramatic products, where the central focus is on interpersonal relationships, while on the other hand, boys tend to resort to products based on humor and video games. Along the same lines, the results of research [6] reveal that new information and communication technologies and their relationship with the stereotyped view of gender affect the practices carried out by children and young people, among which are their decisions regarding possible educational and professional options.…”

Section: Stereotypes On the Use Of Technologies And The Internetmentioning

confidence: 99%

Age influence in gender stereotypes related to Internet use in young people

Verdugo-Castro

García‐Holgado

Sánchez-Gómez

2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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Gender stereotypes are sociologically one of the bases of differentiation from diversity. Thus it retracts in the stereotypes about the current Digital Society, the handling and technological development, and those stereotypes that are forged from the perception that is possessed in relation to the use of the technology, in function of the gender. Authors such as [23] maintain that with the beginning of the network it was thought that social and gender inequalities could cease to have a presence in virtual life, through the idea of control over oneself and one's virtual life, and the possibility of detaching oneself from conditions such as gender, ethnicity or race. However, the current reality on the Internet continues to show clear differences in relation to gender. As [18] indicate, the problem of the digital gender gap is a phenomenon that continues to exist, women and men are on the Internet, but not in the same way, or with the same visibility, or with the same aims.Concern about students' perceptions of gender stereotypes towards Internet use is turned into studies. This is the case of the recent research carried out by [4], where a study was carried out on the access, experience, frequency and use made of both computers and the Internet by young people in Galicia (Spain). The results revealed that there are clear gender differences in the ABSTRACT The existence of gender stereotypes in relation to the use of the Internet led to the need to carry out the present study, which approaches young people perception of the use of the Internet and technologies. Based on knowledge of the existence of gender P O S T

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Gender equality and ICT in the context of formal education: A systematic review

Espinosa¹,

García-Tudela²,

Solano-Fernández³

2020

Comunicar: Media Education Research Journal

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This article focuses on gender equality as one of the most relevant objectives of the educational system to alleviate gender violence and combat stereotypes. At the same time, ICTs have become a very important educational tool in a digital society like the one where we live. Around these two topics we conducted this research whose purpose is, from the scientific production of the last six years, to analyze the educational practices in formal contexts that deal with gender equality and ICTs (infant, primary, secondary and higher education). The research design is a systematic review, based on the PRISMA statement and the PICoS strategy, using the 2013-2019 search period. After a screening process of a total of 90 documents, 18 papers were found that cover both study topics (gender and ICTs). A content analysis supported by semantic networks was performed, using Atlas.ti v.8. Among the main results, we highlight that most of the good practices in the different educational levels are related to the use of web 2.0. and STEM competences. Finally, we recommend the design of proposals that work on gender through ICTs, with the “smart classroom" as an interesting suggestion that is part of the emerging pedagogies. Este artículo centra su interés en la igualdad de género, como uno de los objetivos más relevantes del sistema educativo para paliar la violencia de género y combatir los estereotipos. Paralelamente, las TIC se han convertido en una herramienta educativa muy importante en una sociedad digital como la que vivimos. En torno a estos dos tópicos llevamos a cabo esta investigación cuyo propósito es, a partir de la producción científica de los últimos seis años, analizar las prácticas educativas en contextos formales que trabajen la igualdad de género y las TIC (educación infantil, primaria, secundaria y superior). El diseño de investigación es una revisión sistemática, sustentada en la declaración PRISMA y la estrategia PICoS y usando el periodo de búsqueda 2013-2019. Tras el proceso de filtrado de un total de 90 documentos, se han encontrado 18 trabajos que contemplan ambos tópicos de estudio (género y TIC). Se ha realizado un análisis de contenidos apoyado en redes semánticas, usando para ello Atlas.ti v.8. Entre los principales resultados, destacamos que la mayoría de buenas prácticas en los diferentes niveles educativos se relacionan con la utilización de la web 2.0. y con las competencias STEM. Por último, se recomienda el diseño de propuestas que trabajen el género a través de las TIC, siendo la «smart classroom» una sugerencia de interés que forma parte de las pedagogías emergentes.

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Gender and ICT: School and gender stereotypes

Cited by 3 publications

References 31 publications

The triple glass ceiling: FinTech gender inequalities

The triple glass ceiling: FinTech gender inequalities

Age influence in gender stereotypes related to Internet use in young people

Gender equality and ICT in the context of formal education: A systematic review

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