Monitoring a gender gap in interest and social aspects of technology in different age groups

Marth, Michaela; Bogner, Franz X.

doi:10.1007/s10798-018-9447-2

Cited by 14 publications

(34 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Sometimes, they are even used as a life logging device [46]. The item "Technology is needed by everybody" has the lowest factor loading and is in line with findings of Marth and Bogner [29], where university freshmen yielded an even lower score. A possible explanation would be that students already know technologies, e.g., smartphones, are non-essential for life.…”

Section: Use Of Technology In Modern Society Influences Interest In Tsupporting

confidence: 78%

“…Monitoring the connection between APR and UTL showed no significant relationship (r = −0.110, p= 0.083). A two-factor solution appeared for the total sample (Table 2), as reported by Marth and Bogner [29] and Rennie and Jarvis [25], regarding the technology questionnaire. High factor scores resulted in the confirmation of all variables measuring the main components "social aspects of technology" (SOC) and "interest in technology" (INT).…”

Section: Itemsmentioning

confidence: 61%

“…All students completed a paper-pencil questionnaire, which included the 2-MEV along with the APR domain [22] as well as a short version of the technology questionnaire [29]. The response pattern followed a five-point Likert scale (1 = completely incorrect, 5 = completely correct) and was randomly mixed.…”

Section: Methodsmentioning

confidence: 99%

“…They [28] proposed seven subscales: career in technology, diversity of technology, importance of technology, interest, technology as a design process, and technology as problem solving, technology is easy. "Interest in technology" (APAT-questionnaire) and "social aspects of technology" (PATT-questionnaire) were, for instance, applied as subscales by Marth and Bogner [29] to evaluate students from different faculties and science teachers.…”

Section: Measuring Preferences In Technologymentioning

confidence: 99%

“…Since the 1990s, technology and related gender issues have been frequent targets of research [33,34] and are more relevant than ever [35]. In earlier studies regarding science, technology, engineering and mathematics (STEM) with different age groups, gender gaps in interest and social aspects in technology were considered very relevant [29]. Furthermore, science and related subjects (e.g., mathematics, biology, and physics) often appear difficult to understand and are less appealing to women.…”

Section: Does the Gender Or Subject Sepzification Mater?mentioning

confidence: 99%

See 4 more Smart Citations

Environmental Values and Technology Preferences of First-Year University Students

Stöckert

Bogner

2019

Sustainability

Self Cite

View full text Add to dashboard Cite

Environmental and technological preferences correlate. Both are empirically accessible via established instruments such as the Two Major Environmental Value model (2-MEV) with “preservation” (PRE) and “utilization” (UTL), and the technology questionnaire with “interest in technology” (INT) and “social aspects of technology” (SOC). Additionally, “appreciation of nature” (APR) was monitored with a seven-item scale. We used these instruments to assess the preferences of freshmen in five different areas of study (law, economics, science, pedagogy, cultural studies). All subsequent analyses unveiled positive relations between appreciation and preservation, between the two technology subscales, as well as between utilization and social aspects of technology. Negative relationships appeared between preservation and utilization, preservation and both technology factors, as well as appreciation and social aspects of technology. In all subsamples, preservers (individuals with preservation preferences) showed little interest in technology or its social aspects; utilizers scored high in social aspects of technology, whereas appreciators displayed no interest in it. The freshmen’s areas of study seem to predict consistent tendencies to (biocentric) preservation or (anthropocentric) utilization. Moreover, females were more likely to preserve and appreciate nature whereas males preferred utilization along with interest in technology as well as in the social implications of technology. The observed differences can be used to develop new and improve existing educational programs; recommendations are discussed.

show abstract

Section: Use Of Technology In Modern Society Influences Interest In Tsupporting

confidence: 78%

Section: Itemsmentioning

confidence: 61%

Section: Methodsmentioning

confidence: 99%

Section: Measuring Preferences In Technologymentioning

confidence: 99%

Section: Does the Gender Or Subject Sepzification Mater?mentioning

confidence: 99%

See 3 more Smart Citations

Environmental Values and Technology Preferences of First-Year University Students

Stöckert

Bogner

2019

Sustainability

Self Cite

View full text Add to dashboard Cite

show abstract

Promoting second graders’ attitudes towards technology through computational thinking instruction

Olmo‐Muñoz

Gutiérrez

González‐Calero

2021

Int J Technol Des Educ

View full text Add to dashboard Cite

Gender does not make the difference: interest in STEM by gender is fully mediated by technical socialization and degree program

Goreth

Vollmer

2022

Int J Technol Des Educ

View full text Add to dashboard Cite

In Germany, there is a shortage of skilled workers in the fields of science, technology, engineering, and mathematics (STEM) and especially in technology with declining interest in technology and with supposedly fewer teachers in technology education in the next 20 years. The present study examined whether students’ interest in STEM is dependent on their career choices (i.e., their degree program), their technical socialization, their personality, and gender. A survey in Germany, Baden-Wuerttemberg ( N = 350) examined gender-specific differences in teacher training students with and without technology and engineering students via structural equation modelling with the mediators personality, technical socialization, and degree program. Results show that interest in STEM by gender is fully mediated by technical socialization and degree program. Solutions for the reduction of the staff shortage and gender gap in the technical domain are discussed and it is suggested that an integration of technology lessons in the school curriculum and a reduction of gender normatives may help.

show abstract

Monitoring a gender gap in interest and social aspects of technology in different age groups

Cited by 14 publications

References 43 publications

Environmental Values and Technology Preferences of First-Year University Students

Environmental Values and Technology Preferences of First-Year University Students

Promoting second graders’ attitudes towards technology through computational thinking instruction

Gender does not make the difference: interest in STEM by gender is fully mediated by technical socialization and degree program

Contact Info

Product

Resources

About