Women and technology: Where are we?
I think I finally understand generative themes. I have seen the term a few times, and this morning I came across it again in an article I read. Kincheloe (2005) defines generative theme as a “topic taken from students’ lived experience that is compelling and controversial enough to elicit their excitement and commitment” (Creating counter-hegemonic classrooms: Fight the Power, para. 2). It finally clicked, and then I realized something.
I had an interesting generative theme experience just the other day.
I had gone into Radio Shack to upgrade my cell phones (yes phones, we have three). I decided, since the new phones had all of these cool features, I would add Internet Service.
“You want Internet service added?” the young, clean-cut, male sales-associate queried
“Well, yeah! I do.”
It was taking forever because whatever business management system they use to create a contract and such appeared to be DOS Ancient or older. It moved like a dinosaur and repeatedly asked for the same input. And then, it just sat there, while we waited for it to process.
Because it was taking so long, the young associate who was just standing by began to make small talk. He asked me what I “did.”
Assuming he meant, what was my occupation, I replied, “I design, develop, and teach online courses,” I told him. “And I’m working on my doctorate in Instructional Design for Online Learning – Online, of course.”
He tipped his head and looked at me quizzically, “You’re kidding.”
“Well, no… I’m….”
“You don’t look like….”
“What? A computer geek?”
“Well, yeah…” he was slightly embarrassed.
I laughed and he laughed as we both probably contemplated what an older female computer geek might look like….and then he changed the subject to other things.
So that was my generative theme moment, which leads me to the question: Where are all the women in technology and what are we supposed to look like? Do I need to change my look? I think we really need a critical pedagogy helping hand with this!
References
Kincheloe, J. L. (2005). Issues of power, questions of purpose. In Joe L. Kincheloe (ed.). Classroom Teaching: An Introduction. NY: Peter Lang.
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Comments
Vanessa,
You do raise an interesting point and thought-provoking question about women and technology. I never really thought about this before how women are seldom mentioned when it comes to expertise on technology. I think that because technology in our society is associated with predominately male figures, thus, all the accomplishments of individuals such as Bill Gates tends to override and overlook female triumphs dealing with technology. Personally, I don’t know many if any, females who are seriously inclined and knowledgeable when it comes to technology. In fact, most of the time I am faced with women who oppose and are reluctant and uncomfortable to use technology more so than males. Furthermore, I see even in my own class how boys take more interest and feel more at ease when using a computer. I too believe I would find it fascinating and surprising to see a woman who is acquainted and proficient when dealing with technology just because it is so rarely heard of in our western culture society. In some sense, it is like hearing or knowing a female who is intrigued by and consistently engaged in playing video games---it just doesn’t seem to fit the pre-determined gender roles that have been “established” in our society.
Thank you, schembri, for your comments.
Yes, the gender gap in technology is atrocious, actually, and I really felt I was viewed as being out my league due to the reactions I experienced from the sales associate. And of course, this all affects policy formation for internet and computer technologies.
Women have historically been less involved than men in computer technology. According to Alison Adam, in her article, “Gender and Computer Ethics” (Spinello and Tavani, 2004), the jury is still out as to whether men hold lower ethical standards when it comes to making decisions involving values than do women. About equal numbers of studies have either shown that to be true or have shown no difference. If there is a difference, this could have significant implications for computer ethics.
Both nationally and globally, there continues to be a serious disparity in the participation in disciplines such as computer engineering, programming, etc., and access to technology between men and women. Although the gender gap for Internet use in theUS
References
Enoch, Y. & Soker, Z, 2006). Age, gender, ethnicity and the digital divide: university students’ use of web-based instruction. Open Learning, 21(2), 99.
Graddy, D. (2006). Gender salience and the use of linguistic qualifiers in online course discussions. The American Journal of Distance Education, 20(4), 211.
Loh-Ludher, L. (2007). The socio-economic context of home-based learning by women. Distance Education, 28(2), 179.
Spinello, R.A. & Tavani, T. T. (2004). Readings in Cyberethics. (2nd ed.). Sudbury, MA: Jones & Bartlett.
In a class I took not too long ago, we were discussing how technology is in and of itself anti-feminist! I think the argument was that technology is often produced by men yet is most often used by women. And trained technicians able to repair these gadgets are also for the most part male. In today's technological era, women are dependent on men to save them from technological distress. So unless and until the majority of women become technologically independent, technology will continue to be anti-feminist.
Your comments were interesting to read and I feel so true. As progressive as I feel and very capable as a women, sometimes I feel my brain is too full of other things to add more information. Then I question are the other things more stereotypical "women" things?
I was surprised to find a photocopy repair person in our school to be a woman, I was surprised again by my even considering being surprised initially. We rarely hear of inventors of technology as being woman Even in our school boys were specifically selected to take part in an introduction to technology class, yet this invitation was not extended to the girls. Although the program was to work with boys and their behaviour, a similar course with girls using hands on technological instruments would have been an important beginning for some of these girls in exploring new opportunities for the future. We still don't see fery many female car mechanics, technicians within other manufacturors, construction workers, etc. these are still other areas which seem closed to women. There is still much work to be done.
Thank you, both for replying to my blog. Deena, you pointed out that technology is anti-feminist, and that is so true in so many ways, from the nomenclature to the decisions made for how technology is to be used and add to that, the point I made in another post - males tend to see computers and technology as a male domain. Another interesting thing is how, even in a classroom in which girls are given an equal chance, there is a "crowding out" in the way the boys engage in conversation and activity. It has been found that this is less likely to happen in an online learning environment (Graddy, 2006), so I am thinking maybe we need to have more online courses in technology. Sable, I can relate to your surprise to seeing a female photocopy repair person - even though I have worked in male-dominated careers (such as being a nuclear power plant operator!) I still find myself surprised at certain situations. It makes me realize just how well we are conditioned - and it makes me realize we have some work to do yet to overcome this conditioning!
Thank you again, for your comments!
In Solidarity,
Vanessa
References
Graddy, D. (2006). Gender salience and the use of linguistic qualifiers in online course discussions. The American Journal of Distance Education. 20(4), 211-229.
Interesting comments Vanessa,
Your blog made me think of how this situation plays out in other fields with other groups. I immediately thought of being in health science as a college student. I never really felt equal in the eyes of teachers or peers. There was a predominant Asian population in the program and I was definitely in the minority being a 'white' or Italian person. Groups were very segregated and I found it next to impossible to integrate myself into social networks within the science program.
Essentially what I am getting at is the obvious social constructs which lead us to label or judge people based on appearance, gender, nationality etc... We have certain perceptions of people well before we even get to know them. This is extremely dangerous and proves to be limiting and oppressing individuals each and every day. Your simple example plays out in the classrooms acrossNorth America where female students are not supported as much in science or math as their male counterparts; or where teachers may judge students by their names or backgrounds without ever meeting them etc…
We certainly need to take control back of the social framework in which we live. People need to feel free to take whatever journey of life they so desire all without ever feeling threatened, questioned or unworthy because of some idiotic social judgment. We need to educate ourselves and our students on how our words and actions can affect how the world perceives people.
DS
David,
Thank you for replying to my blog. I agree with your view regarding taking control of our social framework. Dialogue and bringing out the constructed and artificial divisions so that we are more aware of how they operate, where they come from, how we participate in them, and how they constrain and oppress is a start. We have to be aware of the problem before we know how to solve the problem and being white, we have the duty to take on this task. This awareness must be taken to deeper and deeper levels of analysis - I find myself repeatedly asking about these situations: WHY? When we can answer the the why questions, we can find solutions and make changes.
It's interesting how, as you mentioned, people discriminate on the basis of names. I have seen this repeatedly in my online courses (where people tend to believe they should have some anonymity, especially if they do not post a picture of themselves) and I find it very irritating when I see this happen and I usually intiate dialogue.
In Solidarity,
Vanessa
Hi Vanessa, I too wonder if technologies and women indeed don’t fit each other. I still remember how my homeroom teacher, early in my grade 2 class, divided girls and boys in special activities. He, my teacher put girls in indoor activities such as arts and crafts, reading books, puzzles, and making stores and had boys play soccer. There were only three or four of us out of fifty students who were willing to switch the given activity. I don’t know if my cognition on gender roles was formed before or after the moment. Back in my classroom, what did girls including me or boys had to do if we didn’t want to be put in the pre-determined box? Could we not even know what we wanted to do? Humm.. I also remember, when computer became popular, computers were usually placed in a brother’s room.. Although the gender gap for Internet use has been almost disappearing nowadays, I can picture the situation you had with the associate. I am on your side in that I am a woman who likes technologies and in search for generative themes through my experiences!
Myunghee,
Thank you for responding to my blog about women and technology! You mentioned that you wonder whether women and technology fit each other - it does seem that we are led to wonder that sometimes and so my question is why? Why shouldn't women be just a comfortable with technology as men? I really think it is what we have been taught, how we have been less supported, and the consequence of "unequal access" (McGrath & Thurston, 1992). In a study by Young (2000), it was found that males perceive computers as a male domain, and although females reject this view, they are generally less confident in their abilities to use technology than males....I think I relate and that my generative theme experience highlights this!
Let's keep looking for those generative themes! They make for eye-opening and change-producing dialogue.
Thank you again, for writing.
In Solidarity,
Vanessa
References
McGrath, D. & Thurston, L. (1992, Summer). Sex differences in computer attitudes and beliefs among rural and middle school children. Journal of Research on Computing in Education, 24(4), 468.
Young, B. (2000). Gender differences in student attitudes toward computers. Journal of Research on Computing in Education, 33(2), 204-216.