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    Gender identity and meaning making in specialist IT classes. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada, April 11-15, 2005

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    Author
    Abbiss, J.
    Date
    2005
    Permanent Link
    http://hdl.handle.net/10092/490

    An exploration of how year 12 students in a New Zealand high school make meaning of their experiences of different specialist IT (information technology) courses shows that gender identity is a potent factor in their experiences. At a personal level, individual students, males and females, construe their experiences of CPS (computer studies) and TIM (text and information management) courses differently. However, students tend to think of different computer activities as masculine and feminine practices. They imbue courses with masculine and feminine identities, depending on the type of computer applications, knowledge and skills that are emphasised in the courses. These are socially defined notions of computing activity as gendered practice. Also, students’ experiences are tied up with ideas about what sort of computer practices are consistent with their developing and personal identities as male and female students of IT and computer users. This has implications and raises questions for those who are concerned with a perceived ‘problem’ in the under representation of females in computer science and related courses. It suggests that the ‘problem’ is more complex than it may initially appear.

    Subjects
    Fields of Research::330000 Education::330100 Education Studies::330199 Education studies not elsewhere classified
     
    Fields of Research::370000 Studies in Human Society::379900 Other Studies In Human Society::379901 Gender specific studies
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    • Education, Health and Human Development: Conference Contributions [240]
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