Article: Technology and Gender: Differences in Masculine and Feminine Views
Authors: Cornelia Brunner and Dorothy Bennett
Cornelia Brunner and Dorothy Bennett, authors of the article ‘Technology and Gender: Differences in Masculine and Feminine Views’ present a comprehensive and detailed survey of both male and female attitudes and approaches towards technology, as well as the implications that these gender specific preferences have on the use of technology in the classroom . The differences between the two genders are made clear as Brunner and Bennett state that overall, “the feminine attitude towards technology looks right through the machine to its social function, while the masculine view is more focused on the machine itself.”
The authors question why this difference exists and through their extensive research conclude that most educators agree that “boys use computers more readily than girls,” approach technology as a whole more readily, and are more “positive” and “excited” about their technological experiences. Girls, on the other hand, are more “ambivalent” about technology than boys, tend to become “bored” when they encounter negative technology experiences, and finally, are less likely to “fix a broken piece of technology” when encountered.
Brunner and Bennett ponder why these differences exist, and after conducting several studies have concluded that it is centered on the idea that females view technology as a communication medium and a way to facilitate work, where the masculine attitude towards technology is that it is a source of “power” and it is appealing because it “increases human command and control.”
The article concludes with a brief discussion of the implications of the aforementioned gender discrepancies regarding technology, and offers suggestions regarding how technology can be used in the classroom to appeal to both male and female interests and attitude. For example, they suggest that assignments should be carefully created to “reflect the interests” of both boys and girls and how it has become much easier to design technologies that “embrace different ways of knowing” which, in turn, “invite[s] diverse learners to express and develop multiple points of view.”
Question: What are your personal experiences with technology? Do they support or contradict the findings presented by Brunner and Bennett?
Authors: Cornelia Brunner and Dorothy Bennett
Cornelia Brunner and Dorothy Bennett, authors of the article ‘Technology and Gender: Differences in Masculine and Feminine Views’ present a comprehensive and detailed survey of both male and female attitudes and approaches towards technology, as well as the implications that these gender specific preferences have on the use of technology in the classroom . The differences between the two genders are made clear as Brunner and Bennett state that overall, “the feminine attitude towards technology looks right through the machine to its social function, while the masculine view is more focused on the machine itself.”
The authors question why this difference exists and through their extensive research conclude that most educators agree that “boys use computers more readily than girls,” approach technology as a whole more readily, and are more “positive” and “excited” about their technological experiences. Girls, on the other hand, are more “ambivalent” about technology than boys, tend to become “bored” when they encounter negative technology experiences, and finally, are less likely to “fix a broken piece of technology” when encountered.
Brunner and Bennett ponder why these differences exist, and after conducting several studies have concluded that it is centered on the idea that females view technology as a communication medium and a way to facilitate work, where the masculine attitude towards technology is that it is a source of “power” and it is appealing because it “increases human command and control.”
The article concludes with a brief discussion of the implications of the aforementioned gender discrepancies regarding technology, and offers suggestions regarding how technology can be used in the classroom to appeal to both male and female interests and attitude. For example, they suggest that assignments should be carefully created to “reflect the interests” of both boys and girls and how it has become much easier to design technologies that “embrace different ways of knowing” which, in turn, “invite[s] diverse learners to express and develop multiple points of view.”
Question: What are your personal experiences with technology? Do they support or contradict the findings presented by Brunner and Bennett?
Additional Links:
Gender Differences in Computer Technology Achievement: http://www.ncsu.edu/meridian/sum2002/gender/
The Technological Gender Gap: Evidence and Recommendations for Educators and Computer-Based Instruction Designers:
http://www.arielpcs.com/resources/articles/etrd.shtml
Computers in the Classroom: What is the Effect on the Gender Gap?http://cse.stanford.edu/class/cs201/Projects/gender-gap-in-education/page23.htm
- Trish
2 comments:
This is an interesting article and it is funny because my Mom was always much more technologically sound than my Dad. I have always been OK with technology but I definately get negative quite quickly when things don't work out, as stated in the article.
- Sara Anderson
Hi Sara-thanks for your post.
I have to agree with you that it was an interesting article as well as your observation about your parents. My mom is definitely more technological than my dad, who hasn't quite realized the value and convenience technology offers our generation. My mom has interacted more with technology in her job, whereas my dad is a little old fashioned. Technology is available in his work place, but he chooses to do things manually. This makes me think that this article was more focused on today's generation and on the future.
Trish
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