Unpacking the Nordic Gender Equality Paradox in ICT Research and Innovation

Corneliussen, Hilde G.

doi:10.20897/femenc/11162

Cited by 9 publications

(4 citation statements)

References 27 publications

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“…This phenomenon is characterized by two distinct forms of segregation: 1) vertical segregation, where few women occupy top positions, and 2) horizontal segregation, marked by gender divisions among occupations and disciplines. This pattern seems to contradict the notion of gender equality as a widely acknowledged and embraced value (Corneliussen, 2021).…”

Section: Introductionmentioning

confidence: 82%

The Significance of Subject Preferences, Self-Efficacy Beliefs, and Gender for the Further Study Field Interests of Finnish General Upper Secondary School Students

Kaleva,

Pursiainen,

Celik

et al. 2023

Nordic Journal of Transitions, Careers and Guidance

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This study examines how general upper secondary (GUS) students' school subjectspecific preferences, mathematical and verbal self-efficacy beliefs, and gender, relate to students' university study field interests. A cohort sample of 601 students from ten Finnish GUS schools from Oulu answered a survey inquiring students current and further study interests. To investigate underlying factors regarding GUS students' educational interests, we adapted the Social Cognitive Career Theory (SCCT) as a theoretical baseline for this study. To examine factor structures behind the interests, a series of exploratory factor analyses, linear simple regression analyses, and cluster analyses were conducted. Findings showed that subject preferences and self-efficacy beliefs can, to some extent, predict interest in science & technology, service, health & education, and economics & social sciences. However, gender was found to be an overarching predictor of study field interest. Our results emphasize the need to develop gender-sensitive guidance methods and the importance of building such cooperation between school and working life that highlights anti-stereotypical role models. We also present suggestions for future research and concrete methods that would enable students to reflect on their current educational and career choices more broadly, based on their own strengths while being more aware of the directing influence of gender on their educational and career choices.

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Section: Introductionmentioning

confidence: 82%

The Significance of Subject Preferences, Self-Efficacy Beliefs, and Gender for the Further Study Field Interests of Finnish General Upper Secondary School Students

Kaleva,

Pursiainen,

Celik

et al. 2023

Nordic Journal of Transitions, Careers and Guidance

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“…"[T]he gender gap in Norway, Sweden and Denmark is particularly wide" (Telenor, 2019: 9), it adds. Scholars refer to this as the gender equality paradox (Stoet and Greary, 2018;Corneliussen, 2021), or living the contradiction (Griffin, 2022).…”

Section: Gendered Computer Sciencesmentioning

confidence: 99%

“…This article analyses how existing gender divisions across the sciences, also known as horizontal gender segregation (Corneliussen, 2021), play out in cross-disciplinary e-science with an analysis of the organisational structure of an e-science platform in Sweden (hereafter called the Platform). The under-representation of women in STEM fields which converge in e-science collaborations is well established (Rua-Gomez and Arias-Gaviria, 2020; Zacharia et al, 2020;Santos et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…The Gender InSITE Report records, for instance, higher numbers of women in biological or life sciences (28%) compared to engineering sciences (10%) and mathematical sciences (8%) and a dire under-representation of women in computer sciences (Kelan, 2007;Michell et al, 2017;Zacharia et al, 2020). How do these gendered differences (Ellingsaeter, 2014;in Corneliussen, 2021) play out in e-science collaborations where diverse scientific 'disciplines' converge around the use and development of computational tools and methods? In what ways do traditional gendered divisions across mathintensive and non-math intensive sciences (Ceci et al, 2014) play out in cross-disciplinary e-science collaborations?…”

Section: Introductionmentioning

confidence: 99%

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Gender Segregation in the Borderlands of E-Science

Karakas,

Griffin

2023

S&TS

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This article draws on an ethnographic study of an e-science platform in Sweden to analyse how horizontal gender segregation across sciences plays out in e-science, a borderland in which sciences converge around state-of-the art computational technologies for scientific research. While the convergence of sciences in e-science has the potential to open a non-traditional trajectory to attract women to ICTs, we find that this potential remains untapped. Instead horizontal gender segregation is perpetuated through a) restricted mobility of women from scientific fields with higher gender parity to IT, b) gender friction negatively affecting women in cross-disciplinary e-science, c) a gendered developer/user divide permeating e-science collaborations under ‘the logic of domains,’ and d) perceived self-reliance in computational tool development across sciences acting as ‘gendered boundary work’ to strengthen the gendered hard/soft divide in sciences.

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