Images of self and others as computer users: the role of gender and experience

Abstract

Gender differences in the pursuit of technology careers are a current issue of concern. We report on two studies that use surveys, drawings and interviews to examine sixth-and eighthgrade students' perceptions of knowledgeable computer users and their self-perception as a computer-type person. In Study 1, participants were asked to generate representations of computer users in pictures or words. The results indicate that the majority of representations were of male users and they frequently wore glasses. Students of both genders were more likely to draw males. Eighth-grade students' representations included more stereotypical features than those of sixth-grade students. In Study 2, students were asked whether they believed that there was such a thing as a computer-type person and whether they perceived themselves to be one. Eighty per cent of students rejected this characterization. They differed from students who accepted it in their levels of past experience, their confidence, and the probability that they shared their knowledge with others. The results of both studies suggest that while there is a male image of computer science in general, it is not overly negative and students' self-perception is not governed by their own gender as much as by other variables.

Female Under-Representation in Computing Education and Industry - A Survey of Issues and Interventions

“…Makoff argued that most of the images of computer scientist are negative and imply that computing is for -Nerds‖ or men only. A similar study of eighth grade pupils' (13-14 years old) expectations of what a knowledgeable computer user would look like by [55] illustrated that the majority expect a male user with glasses. However, the picture created by the sixth grade pupils (11-12 years old) presented less stereotypic characteristics and a reasonable number of female representations.…”

“…2) The learning environment (classroom and virtual): The computer science learning environment has been referred to as being -Hostile‖ [76] and -Nerdy‖ [55]. Research literature on the computer science learning environment has also indicated that there is a cultural difference in the values of men and women.…”

Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

“…An examination of gender differences in occupational patterns in diverse national cultural contexts makes it clear that females are represented less in careers that involve extensive, high level use of computers (e.g., Cooper 2006;Major, Morganson, and Bolen 2013;Mercier et al 2006). Patterns of student participation in higher education programs make it clear that females will be less likely to be represented in careers that involve computing (e.g., Abbiss 2011;Huffman, Whetten, and Huffman 2013).…”

“…Studies have examined antecedents to computer self-efficacy beliefs (Huffman et al 2013) and rationales for why females are less likely to be represented in computerrelated fields (e.g., Mercier et al 2006). For example, Mercier et al (2006) asked sixthgrade and eighth-grade students in USA to generate representations of computer users and found that there is a cultural stereotype that knowledgeable computer-users are males.…”

Turn on the light on science: A research-based guide to break down popular stereotypes about science and scientists

“…According to Mercier, Barron and O'Connor (2006), greasy hair and thick black glasses are images mostly associated with nerds and geeks, while unattractive, pale, thin, spectacled individuals are associated with computer scientists.…”