Programming in secondary schools in Norway

Corneliussen, Hilde G.; Tveranger, Fay Pedersen

doi:10.1145/3196839.3196867

“…Despite gendered patterns in education, gender remains a little discussed issue in Norwegian schools (Mathiesen et al, 2010), including in questions relating to girls' (lack of) participation in ICT subjects (Corneliussen and Tveranger, 2018). Gender stereotypes combined with young people's lack of knowledge about ICT disciplines also have a more negative effect on girls than boys, making it less likely for girls to move from high school to higher ICT education (Talks et al, 2019).…”

Section: Women's Entry Points Into Ict Education and Work: A Literatu...mentioning

confidence: 99%

Gender Inequalities in Tech-driven Research and Innovation

2022

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“…Despite gendered patterns in education, gender remains a little discussed issue in Norwegian schools (Mathiesen et al, 2010), including in questions relating to girls' (lack of) participation in ICT subjects (Corneliussen and Tveranger, 2018). Gender stereotypes combined with young people's lack of knowledge about ICT disciplines also have a more negative effect on girls than boys, making it less likely for girls to move from high school to higher ICT education (Talks et al, 2019).…”

Section: Women's Entry Points Into Ict Education and Work: A Literatu...mentioning

confidence: 99%

Gender Inequalities in Tech-driven Research and Innovation

2022

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“…This is the cultural context of the national project introducing programming in secondary schools in Norway, as a pilot running between 2016 and 2019. The pilot material contains a "trial curriculum", not very detailed, and with nothing about gender or inclusion [11]. A survey of the 140 pilot schools spread across the country showed that a total of 18% girls participated the first year, however only 15% the second year of the pilot.…”

Section: Introductionmentioning

confidence: 99%

ICT Changes Everything! But Who Changes ICT?

Corneliussen

¹

,

Herman

²

,

Gajjala

³

2018

This Changes Everything – ICT and Climate Change: What Can We Do?

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Information and communication technology (ICT) has a changing power and digitalization is gradually changing society in all aspects of life. Across the western world, men are in majority in the ICT industry, thus, the computer programs that change "everything" are most often made by men. Unless questioned, this male dominance can be perceived as a "norm" and becomes invisible. Against this background, this paper will provide three examples of how a feminist gaze can contribute to raise important questions and produce an awareness of how exclusion mechanisms have produce a highly homosocial tendency in design of ICT systems in the western world. The three cases illustrate how a feminist gaze leading to feminist interventions can make a difference in various ways. The first author presents a case study of a pilot for involving programming in public education in secondary schools in Norway, where a complete lack of gender awareness makes this an offer for boys in most schools. Author two presents a case study comparing the situation in the IT business in the UK and India, finding challenges not only to the situation in the western world, but also to white western feminism. Author three discusses alternative ways of involving women in ICT work, through practices of feminist pedagogy, emphasizing hands-on work.

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Programming in secondary schools in Norway

Cited by 7 publications

References 36 publications

Gender Inequalities in Tech-driven Research and Innovation

Gender Inequalities in Tech-driven Research and Innovation

Gender Inequalities in Tech-driven Research and Innovation

ICT Changes Everything! But Who Changes ICT?

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