Gender Equity in Computer Learning

Author(s): Jane G. Schubert

Source: Theory Into Practice , Autumn, 1986, Vol. 25, No. 4, Sex Equity and Education
(Autumn, 1986), pp. 267-275
Published by: Taylor & Francis, Ltd.

Stable URL: https://www.jstor.org/stable/1477027

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Jane G. Schubert

Gender Equity in Computer Learning

Consider the educational implications of the fol- The pool of teachers who are becoming more
lowing situations: familiar and comfortable with computers as an in-
structional resource is increasing. The number of
A male/female pair was to share the task of
teachers who integrated computer use in educa-
entering a [computer] program. The female began
tional programs tripled from 1983 to 1984 (Becker,
to strike the keys, but her male partner interfered
1985). The policies and practices that result in
by repeatedly striking the backspace key. Despite
differential computer learning opportunities must be
her protests, the male assumed control of the
recognized as educators acquire knowledge about
keyboard, and the female became a non-partic-
technology.
ipating observer.
Teachers in a junior high school chose six 8th- Inequities in Computer Learning
grade computer tutors each year. They selected
only males because they were more knowledge- Recent attention to equity in computer learning
able and responsible. The females were not has focused mainly on ownership gaps between
considered.1 "haves" and "have-nots," disproportionately white
male enrollment in programming classes, and nu-
These situations, collected from students and merous cultural forces that signal technology for
educators in grades 1-9, represent the tip of the males only. The findings linked to economics are
iceberg with respect to inequities in computer use. perhaps most widely publicized. That wealthier
Despite growing recognition that computer learning communities possess more computers in their homes
may not be available equally to all students, thereand schools is well known (Update, 1982). More
is little understanding of the phenomena that char- males than females are enrolled in private computer
acterize the inequities or what interventions may camps and as costs and age increase, the pro-
combat them.
portion of females decreases (Miura & Hess, 1983).
Situations like these occur daily in schools where
In addition, students in predominantly minority el-
computers are being introduced or where they have ementary schools use computers for drill and prac-
become familiar educational resources. The mes-
tice almost twice as much as the average use
sages these situations convey is that some students reported for all elementary grades (Becker, 1983).
are missing opportunities to engage in computer This article will not belabor these points. Rather it
learning. Lost opportunities are more obvious willin
examine those aspects of the school climate
some situations than others, but the consequence that influence how students acquire computer
is the same-inequitable student experiences. experience.
Jane G. Schubert is a principal research scientist with Figure 1 depicts what ought to happen to stu-
the American Institutes for Research, Palo Alto, CA. dents exposed to computers when the learning

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 1 2 3 4 5 6
Computers are Schools establish Software is Male and female Parent/peers Students are
purchased by - policies that en- reviewed for students indicate ee interest equbl
schools courage all students der/ethnic comparable interest f tere te
to gain computer bias and and participation in coputer car
exposure instructional in computers opportunities
ure 1 Te ie ed seue e or evalue

Figure 1. The intended sequence for equitable computer learning.

environment is free from gender and ethnic responsibilities

dis- that sons do not have (Boss, 1982
Sanders, 1984; Schubert, 1984).
parity. It represents an ideal state. To gain a better
understanding of reality, the sections that follow Some teachers only permit students to use a
illustrate plausible alternative outcomes forcomputer
each when homework assignments have bee
element (except the first, which is a given)completed.
in the An educational resource is thus used
intended sequence. If educators are to recognize as a reward: Access may be linked to teacher
and counteract inequities in computer learning, approval,
they speed in finishing a task, or skills and
must be aware of both the circumstances that interests
pre- unrelated to computers (Schubert, 1984).
vent attainment of the ideal state and the conse- Some parents report their daughters prefer to do
quences that result. other things, often with other girls (E. Stage, per-
sonal communication, August, 1985). Creating an
School Policy "either/or" situation is a mistake. Young people
should not have to give up activities they enjoy in
The expanded version of the second element
order to use computers. This suggests a need for
(Figure 2) suggests alternative directions a school creative and flexible scheduling, minimum require-
or district may pursue. Without meaning to discrim- ments for compulsory computer experience, and
inate against students, schools establish policies latitude in optional uses.
and practices that may deny student access to The positive direction that fosters equitable
computers for reasons unrelated to student interest computer learning reflects a conscious effort by
or ability. One possible explanation for this is that policy makers to make computer experiences avail-
educators' priorities in implementing computers fo- able to all students. For example, schools may
cus on using the technology, with scant attention decide all students will spend a minimum period of
to equity issues. time working in the computer lab, e.g., an hour a
Many teachers continue to resist computers as week for a specified portion of the school year.
an instructional resource. Although schools or dis- This typically occurs in elementary schools. At the
tricts may attempt to help these teachers overcome secondary level, educators who actively solicit nor-
their feelings of resistance, other teachers, usually mally underrepresented populations to sign up for
in math and science, seize the initiative to implement computer classes and clubs reflect sensitivity to
the resources (Campbell, 1984). Because math and disparity in computer class enrollment. Another
science are viewed as a male rather than a mixed- strategy is to sex segregate voluntary periods in
sex culture, females' participation is less (Lockheed, order to guarantee space for females.
1985). The issue of computers as instructional tools
is critical: The evidence strongly suggests that Selecting
fe- Software
males are more interested in using computers to Software evaluation is a labor intensive activity
accomplish tasks than as objects of study (Lock- in which educators invest varying levels of time and
heed, 1985). attention. The primary concern here is the sensi-
Another school policy that limits female access tivity to and awareness of software form and con-
is the availability of computers for voluntary use. tent that females find unappealing (see Figure 3).
The typical first-come, first-served rule favors Fisher
male (1984) suggests we trust our judgment, since
students because of their aggressiveness in gaining
scant research has addressed this problem. But
entry and occupying space at the terminal and such
theirjudgment must be based on knowledge of
unwillingness to relinquish time. Voluntary usewhat
dur-to look for. Product reviewers whose critiques
ing non-instructional time may limit female partici-
are read by educators have an opportunity and a
pation because of parental desires not to have responsibility to address equity issues in their
daughters remain after school or because of family reviews.
268 Theory Into Practice

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 Schools
eliminate artifi-
cial prerequisites
for entry into
computer
classes/activities

Requires
action
such as

Figure 2. School policies-negative patterns and corrective actions

Provide
feedback to
developers and
reviewers on
gender differences
in student
reaction/use
Figure 3. Selecting software-negative patterns and corrective actions.
Volume XXV, Number 4 269

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 showed: Men appeared twice as often as women;
Courseware evaluation forms typically used in
women were overrepresented in stereotypic and tra-
school districts have three deficiencies: (a) Most do not
ditional jobs such as clerical worker; men were over-
recognize bias as a criterion for review; (b) those that
represented as managers and computer experts; and
do recognize bias usually include just one item such
women were depicted as passive computer users (Ware
as "Is the courseware free of stereotypes?"; and (c)
& Stuck, 1984). This perception of computers as a
the reviewer is asked to indicate only the presence or
male domain is reflected in many ads for computers
absence of bias (Bakke, 1984). This is insufficient.
and in much of the software as well, underscoring the
Forms used to screen software for equity apply
measures that are used for the review of instructional message for females that they have a secondary or
peripheral role in this world.
materials-language, proportional representation, and
The greatest obstacle to selecting and using soft-
roles of females, minorities, and disabled persons.
ware that does not contain gender and ethnic bias is
Although this is a commendable first step, more
lack of awareness. Through increased awareness, ed-
subtle and stereotypic messages must be recognized.
ucators can put pressure on developers and publishers
For example, stylistic characteristics that invite
to stop producing instructional materials that do not
aggression or competition hold more interest for males
recognize computers as learning tools for all students.
than females. Symbols and images that may be more
Examining and selecting software as a class activity
attractive to males, such as racing cars that display
can help students become aware of bias. Teachers
student scores and space images that reinforce cor-
can discuss with students how certain types of soft-
rect responses, suggest that these are male, not
ware affect their self-images with respect to computers
female, activities (Fisher, 1984). The Center for Ed-
and their future. Such information should be of interest
ucational Equity at the American Institutes for Re-
to developers and reviewers.
search (AIR) developed an evaluation form that allows
educators to rank the level of bias present in the
computer courseware. The form includes items for Encouraging Comparable Interest
subject, style of action, symbols, reinforcements, role Learning is enhanced when students recognize
representations, language usage, and gender/ethnic value from an experience. Do females lack interest
representation (Bakke, 1984). in computers or are they afraid to learn about or
The computer literature also reflects a predomi- become part of the computer culture? (Linn, 1985;
nantly male domain. Three mass market computer Lockheed, 1985). This is a "chicken and egg" di-
magazines dated October 1982, January 1983, and lemma. Are females really not interested in computers
April 1983 were analyzed for (a) proportion of males or is their "lack of interest" a reflection of sex-typed
and females represented, (b) settings in which they preconceived notions? (see Figure 4). One study in-
were portrayed, (c) roles they represented, and (d) ways volving 4-year-old Head Start students revealed no
males and females used the computer. The findings sex differences in computer interest (Campbell, 1984).

I I Computer culture excludes

I females as members

Figure 4. Comparable interest-negative patterns and corrective actions.

270 Theory Into Practice

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 nitive Consequences for Computer Environments
Reasons typically offered for females' limited
for Learning (ACCCEL) studies at the Lawrence
interest in computers are more external and ac-
Hall of Science in Berkeley, California, suggest sim-
quired than internal. The computer social environ-
ilar performance among males and females in pro-
ment such as the video arcades and computer labs
gramming classes (Linn, 1985), and indicate that
is often unappealing and uninviting to females
females have less computer experience than males
(Lockheed & Frakt, 1984). Associations between
but comparable intellectual skills. Recent findings,
computers and traditionally male interests-e.g.,
though, suggest females are more drawn to appli-
math, machines-contribute to differential interest
cations than to programming (Lockheed & Mandi-
in computers (Sanders, 1984).
nach, 1986).
Many computer activities in which female stu-
The Minnesota Educational Computing Con-
dents typically engage hold little appeal because
sortium announced that high school females dem-
the activities lack intrinsic rewards and may not be
onstrated comparable or better computer
useful in the future. In the AIR research study,
programming skills than their male classmates, ac-
females reported that classes such as programming
cording to the results of the Computer Literacy
were tedious and repetitive. Even after personal
Assessment. Possible explanations for their suc-
investment in constructing and running a program,
cess include increased access to computers and
they asked "What's the big deal?" about getting
female talent for solving language problems and
it to run (Schubert, 1984). In another study of high
following directions (Anderson, 1985).
school students enrolled in a computer literacy class,
A summer computer program to address var-
males reported more favorable attitudes than fe-
iables restricting females' computer use was de-
males toward computers and programming. This
signed for multi-ethnic, urban fifth- and sixth-grade
survey was conducted at the conclusion of a 28-
students who scored below grade level on stand-
hour course (Lockheed, Nielson, & Stone, 1983).
ardized achievement tests. At the beginning of the
A study of more than 1,800 eighth- and twelfth-
program, only 15 percent of the girls mentioned
grade students in two British Columbia school dis-
computers as a reason for joining the program
tricts revealed gender differences in attitudes to-
ward computers and found that these attitudes
compared with 52 percent of the boys. But the
girls' interest in computers increased during the
were established by the eighth grade. This study
program. At the end, 85 percent of the girls said
also revealed that females agreed they have as
they "learned computers" compared to 66 percent
much ability as males when learning to use com-
of the boys. Teachers observed an absence of
puters. However, this confidence appears to be in
gender differences in interest in and knowledge of
the abstract because items assessing personal
computers when the program was over (Campbell,
competency and self-confidence showed an ab-
1984). Educators must distinguish between genuine
sence of these qualities (Collis, 1985).
student disinterest in a particular computer activity
Interest among females in using computers
and a perceived lack of interest.
seems to heighten when females use the computer
for word processing or data processing (Lockheed,
1985). Females enjoy creating stories (Schubert, Role of Family and Peers
1984) and using programs for music and art (Sand-
Impediments to balanced encouragement of
ers, 1984). Females were more positive than males
male and female use of computers stem from many
on items related to pleasure in writing stories, es-
sources, including the family and peers (see Figure
says, and compositions on the computer (Collis,
5). In AIR's study the students who had computers
1985). Many females seem to value the computer
as a means toward an end. in their home overwhelmingly stated that brothers
more than sisters were the home users and the
These findings should not be used as excuses
primary adult user/helper was the father (Schuber
for fostering the notion of male computer uses and
1984). For example:
female computer uses. From an educational per-
spective, the implications are that computers
A are
brother and sister who have a computer at
widely adaptable and useful tools. The challenge home do not benefit equally from it. The broth
is to match student interests to the range of ap- uses the computer a lot and depends on his
plications available with the technology. For some father, an electronic industry worker, to help him.
females, programming is a rewarding and satisfac- As a consequence the brother plans to pursue a
tory intellectual experience. The Accessing the Cog- technical career. The sister is passive about the
Volume XXV, Number 4 271

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Figure 5. Role of family and peers-negative patterns and corrective actions.

computer and receives no stimuli from other fam- perience pressure from peers, females intereste
ily members to try it. (p. 4) in computers seem to be called "nerds" more often
than males, and consequently participate less i
These findings are consistent with other studies
computer experiences (Schubert, 1984).
(Albuquerque Public Schools, 1984; Sanders, 1984).
Because adolescents are particularly influenced
The Albuquerque study revealed a previously un-
by their peers, some evidence suggests that stra
reported finding-that girls were less knowledge-
egies that recognize this power are successful.
able than boys about whether adult males in the
Examples include targeting groups of females rathe
home used a computer at work (APS, 1984). Lock-
than individual females as users (Sanders, 1985
heed et al. (1983) report that the more female
creating an environment in the computer lab that
students have access to computers outside of
is aesthetically appealing to females as well as
school, the more likely they are to have high com-
males; reserving computer labs at alternate tim
puter literacy scores.
for males and females; and employing techniqu
Out-of-school opportunities in museums thatsuch as sign-up sheets or other mechanisms th
house computer programs, such as the Lawrence ensure equal time at the computers (Boss, 1982).
Hall of Science, experience low female enrollments. The point is to capitalize on the conditions and
Conversations with parents include comments such friendships that influence student interests.
as, "Robots for my daughter? Are you kidding?" An inequity in computer learning that is fre
(E. Stage, personal communication, August, 1985).quently gender-linked has received little attention
A second factor that interferes with equitable This inequity results when students are paired, tw
encouragement of computer learning is peer pres-to one computer. In the AIR data, pairing seeme
sure. The AIR data reveal that female students to be a necessary convenience rather than an op
often feel conflict between the desire to socialize portunity to improve learning (Schubert, 1985). A
with friends and the desire to learn more about though we observed students helping one anoth
computers. Although students of both sexeson ex-
a variety of tasks, these were voluntary activiti
272 Theory Into Practice

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rather than part of the instructional format. Inter- teachers, students, and administrators regarding
ference with learning frequently occurs, and takes student access to computers; sample forms for
various forms. For example: (a) One student may analyzing student enrollment patterns in computer
simply refuse to relinquish the keyboard when it's courses and extracurricular activities; and an an-
time to take turns; (b) a student who is fearful of notated listing of existing resources (books, articles,
the machine may be willing to assume a passive organizations, and projects) on computer equity.
role (reading directions) when working with a team- This kit may be ordered from PEER, Computer
mate; and (c) a student who is comfortable and Equity Center, 1413 K Street, N.W., Washington,
experienced with the computer may intimidate a DC 20005, for $9.95 (prepaid).
partner who is less familiar. The Neuter Computer: Computers for Girls and
The gender links occur when the aggressive, Boys contains 56 school-based parent and com-
dominant, and more experienced user is a male. munity activities to make the computer an instruc-
Where care is taken to avoid the pitfalls of a dom- tional tool. Ideas cover all subject areas and
inant partner, co-learning models permit students extracurricular activities. The cost is $19.95 plus
to work together and learn from one another. The 15% postage and handling, prepaid. Contact the
key feature is interaction, a promising method for Computer Equity Training Project, Women's Action
computer instruction. Alliance, 370 Lexington Avenue, New York, NY
10017.
Available Resources EQUALS in Computer Technology at the Law-
rence Hall
Programs designed to remedy the problem of of Science in Berkeley, California, is a
gender imbalance in computer learning do well-established,
exist and popular inservice program for
are widely available. However, they haveteachers, counselors, and administrators who serve
not been
grades K-12.
integrated within existing educational programs long The program covers topics such as
enough to permit measures of long-range hands-on
impact.computer experiences; off-line activities;
We currently have more evidence about operation
the prob- of microcomputer equipment; hardware
lems than about the nature of computer survival
equityskills; attracting and retaining female and
minority students in technology; and career infor-
interventions. But early returns on effectiveness
mation.
suggest each of these programs contribute Contact EQUALS in Computer Technology
tech-
niques that foster equity. at the Lawrence Hall of Science, University of Cal-
IDEAS for Equitable Computer Learning ifornia,
is Berkeley,
a CA 94720.
package of practical materials designed for Co-learning
edu- Computer Instructional Models, de-
cators. Data from a study of observed situations veloped by the American Institutes for Research,
and behaviors that impede computer access uses and
co-learning pairs to gain experience in learning
use were used to prepare instructional strategies. about computers. The pilot project, SISCOM, has
In addition to the strategies, IDEAS includes: been tested
a with big/little matches in big sister/big
survey for students on their computer experience brother agencies. Organizations interested in adapt-
and interest at home and school; an educator self- ing this model to their educational programs may
assessment checklist; a paper on early childhood contact the Center for Educational Equity at the
computer readiness for K-3 teachers; a paper on American Institutes for Research, Box 1113, Palo
out-of-school computer access as an equity issue; Alto, CA 94302.
and a bibliography on gender equity in computer Playing to Win Computer Center invites East
use. This package is available from the Center for Harlem residents of all ages to use their facilities.
Educational Equity, American Institutes for Re- Participants practice basic skills, learn computer
search, Box 1113, Palo Alto, CA 94302, for $9.00, graphics, compose musical scores, and explore a
prepaid. variety of computer applications. Contact Antonia
Programming Equity into Computer Education Stone, Playing to Win, Inc., 106 East 85th Street,
is designed to help parents, educators, and com- New York, NY 10028.
munity leaders overcome barriers that prevent fe- The Higher Education Resource Services/Mid-
male, minority, disabled, and low-income students America (HERS/Mid-America) is developing an In-
from equal participation in computer education. The stitutional Self-Study Guide on Computer Education
kit contains: sample interview questions to elicit for use by elementary, secondary, and postsec-
data regarding computer use in the schools; sample ondary educators. The project will also produce a
questions to collect data about the perceptions of Directory of Exemplary Programs in Computer Ed-
Volume XXV, Number 4 273

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ucation. These products will be available in Spring propriate as well as undesirable to talk about
1987. Contact HERS/Mid-America, 1027 Riva Ridge "minority" populations because characteristics re-
Drive, Great Falls, VA 22066. lated to computer learning that apply to one group
may not apply to another. For example, the findings
Where are the Gaps in Knowledge? for Spanish-speaking populations may not apply to
Asian populations or black students. It may even
Articles typically close with the caveat that
be advisable to subdivide cultural groups.
although "much has been done" there is still "much
3. Context within which computers are used.
to do." What has been learned and how to apply
the information seems devalued. Readers who be- Information about linkages between the context
within which computers are available and how use
gan with little or no awareness of the gender equity
enhances or inhibits certain populations is needed.
issues in computer learning will now know some-
We know something about environmental influences
thing about policies and practices that contribute
but we need to know more about the use of com-
to inequities and how to foster an equitable learning
puters. For example, are types of use linked to
environment. Consideration of these issues may
ethnicity or gender?
even illuminate how gender stereotyping exists in
4. Consequences of computer use. What are
other segments of the educational system. Under-
the gains for an individual who becomes proficient
standing some aspects of gender equity in computer
in skills ranging from the ability to use the computer
learning informs us enough to take specific actions
now; other aspects deserve further investigation. applications programs to the ability to develop
for
The issue of access has been and continues complex programs? What is the relationship be
tween
to be explored. Differential access by gender, gender, type of use, and cognitive or affectiv
eth-
outcomes? If the technology advances at a rapid
nicity, and economics exists in course enrollments,
voluntary use of computers, home computerrate, how proficient will "everyday" users need to
users,
parental encouragement, location of computers need for programmers may not be as great
be? The
within schools, and location of computers as bypredicted
type a short time ago.
of communities. Lack of access means less ex- 5. Equity beyond gender. Issues of race, eth-
perience, and therefore less knowledge. nicity, class, and disability must also be included
The notion of the computer environment in as
anya research, policy, or practice related to eq-
male culture appears in the literature on computing, computer learning. Knowledge of these var-
uitable
advertisements for both hardware and software, iables is sparse and equity cannot be adequately
considered without it.
social organizations of students, selection of com-
puter leaders in school, preconceived notions about This is only a beginning list but it offers many
interest in computers, and associations between opportunities for research into practical applications
the technology and male sex-stereotyped objects of computer learning. We do not want to perpetuate
and activities. The resources identified in the pre-women's role in the workplace as low-level, un-
vious section address most of these inequities. skilled employees whose salaries and opportunities
The next step is to learn more about the phe- fall short of males. Females must have the option
nomena (structural, personal, and instructional) that of fair and open competition.
influence how students actually use computers. Be-
low are some ideas for further investigation. Note
1. Effectiveness of existing resources to coun- 1. Unpublished notes from "Practical Solutions to Over-
teract inequities. Researchers need to construct a coming Inequities in Computer Use," a recently completed
knowledge base that describes the impact of the study funded by the Department of Education, Women's
resources currently being used in the schools and Educational Equity Act Program, Grant No. G008303375,
designed to offset inequitable behaviors. The short- Jane G. Schubert, principal investigator.
term returns are favorable but not informative for
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2. Links of specific inequities to specific ethnic
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vancement of Science, Los Angeles, CA.
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Albuquerque Public Schools computer education pilot proj-
identified, do these links suggest specific interven- ect evaluation. (1984). Report No. 2: Implementation.
tions targeted at specific groups? It seems inap- Albuquerque, NM: Albuquerque Public Schools.
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