The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.
Chapter 22: Gender and Technology: What the Research Tells Us1
Gender and Technology: What the Research Tells Us1
In 1982, James Johnson, a freelance writer from New Jersey, published an article about inequalities in American society and its schools, optimistically entitled ‘Can Computers Close the Educational Equity Gap?’ (Johnson, 1982). His concern was caused, in large part, by women's low representation in the sciences. The new field of computer science (CS), though, held promise for women. In 1982, women earned a greater share of bachelor's degrees in CS than in engineering, physics, or chemistry. CS, unlike the other fields, did not have the centuries-old burden of male history, so perhaps women would be able to enter this new field more easily.
As it turned out, Johnson could not have ...