USING GENDER SCHEMA THEORY TO EXAMINE GENDER EQUITY IN COMPUTING: A PRELIMINARY STUDY - Journal of Women and Minorities in Science and Engineering, Volumen 10, 2004, Ausgabe 1 - Begell House Digital Library

Journal of Women and Minorities in Science and Engineering

Chefredakteur: Julie P. Martin (open in a new tab)

Senior Associate Editor: Maura Borrego (open in a new tab)

Associate Editors: Jerrod Henderson (open in a new tab) Karin J. Jensen (open in a new tab) Walter C. Lee (open in a new tab) Joel Alejandro Mejia (open in a new tab) Homero Murzi (open in a new tab) Christen Priddie (open in a new tab) Hyun Kyoung Ro (open in a new tab) Leonard D. Taylor, Jr. (open in a new tab)

Erscheint 6 Ausgaben pro Jahr

ISSN Druckformat: 1072-8325

ISSN Online: 1940-431X

Indexed in

Emerging Sources Citation Index (ESCI)

Scopus

Ei Compendex/ Engineering Village

EBSCO

INSPEC

Google Scholar

Ulrich's

CNKI

Portico

Copyright Clearance Center

iThenticate

Scientific Literature

USING GENDER SCHEMA THEORY TO EXAMINE GENDER EQUITY IN COMPUTING: A PRELIMINARY STUDY

Volumen 10, Ausgabe 1, 2004, 18 pages

DOI: 10.1615/JWomenMinorScienEng.v10.i1.30

Get access

Denise E. Agosto
College of Information Science & Technology, Drexel University, 33rd & Market Streets, Philadelphia, PA 19104

ABSTRAKT

Women continue to constitute a minority of computer science majors in the United States and Canada. One possible contributing factor is that most Web sites, CD-ROMs, and other digital resources do not reflect girls’ design and content preferences. This article describes a pilot study that considered whether gender schema theory can serve as a framework for investigating girls’ Web site design and content preferences. Eleven 14- and 15-year-old girls participated in the study. The methodology included the administration of the Children’s Sex-Role Inventory (CSRI), Web-surfing sessions, interviews, and data analysis using iterative pattern coding. On the basis of their CSRI scores, the participants were divided into feminine-high (FH) and masculine-high (MH) groups. Data analysis uncovered significant differences in the criteria the groups used to evaluate Web sites. The FH group favored evaluation criteria relating to graphic and multimedia design, whereas the MH group favored evaluation criteria relating to subject content. Models of the two groups’ evaluation criteria are presented, and the implications of the findings are discussed.

REFERENZIERT VON

Terlecki Melissa, Brown Jennifer, Harner-Steciw Lindsey, Irvin-Hannum John, Marchetto-Ryan Nora, Ruhl Linda, Wiggins Jennifer, Sex Differences and Similarities in Video Game Experience, Preferences, and Self-Efficacy: Implications for the Gaming Industry, Current Psychology, 30, 1, 2011. Crossref
Maruping Likoebe M., Magni Massimo, What's the Weather Like? The Effect of Team Learning Climate, Empowerment Climate, and Gender on Individuals' Technology Exploration and Use, Journal of Management Information Systems, 29, 1, 2012. Crossref
Huffman Ann Hergatt, Whetten Jason, Huffman William H., Using technology in higher education: The influence of gender roles on technology self-efficacy, Computers in Human Behavior, 29, 4, 2013. Crossref
Agosto Denise E., Design vs. Content: A Study of Adolescent Girls' Website Design Preferences, International Journal of Technology and Design Education, 14, 3, 2004. Crossref
Shotick Joyce, Stephens Paul R., Gender Inequities of Self-Efficacy on Task-Specific Computer Applications in Business, Journal of Education for Business, 81, 5, 2006. Crossref
Shao Zhen, Zhang Lin, Li Xiaotong, Zhang Rui, Understanding the role of justice perceptions in promoting trust and behavioral intention towards ride-sharing, Electronic Commerce Research and Applications, 51, 2022. Crossref

2037 Artikelansichten 45 Artikel-Downloads Metriken

2037 ANSICHTEN 45 HERUNTERLADEN 6 Crossref ZITATE Google
Scholar ZITATE

Artikel mit ähnlichem Inhalt:

ONE IS THE LONELIEST NUMBER: COMPARING ETHNIC MINORITY SOLOS AND NON-SOLOS Journal of Women and Minorities in Science and Engineering, Vol.20, 2014, issue 4
Thomas D. Fletcher, Janis Sanchez-Hucles, Valerie Streets, Debra A. Major

USING MENTORS AND INTERDISCIPLINARY TEAMS TO “GENDERIZE” TEACHER EDUCATION Journal of Women and Minorities in Science and Engineering, Vol.7, 2001, issue 4
Jo Sanders, Patricia B. Campbell

PREDICTING UNIVERSITY WOMEN'S PARTICIPATION IN MATHEMATICS AND SCIENCE: A CAUSAL MODEL Journal of Women and Minorities in Science and Engineering, Vol.2, 1995, issue 4
Hilary M. Lips

DEMONSTRATING THE CUMULATIVE EFFECTS OF UNCONSCIOUS BIAS WITH WAGES-ACADEMIC (WORKSHOP ACTIVITY FOR GENDER EQUITY SIMULATION): SHORT- AND LONG-TERM IMPACT ON FACULTY AND ADMINISTRATORS Journal of Women and Minorities in Science and Engineering, Vol.24, 2018, issue 2
Stephanie A Shields, Elaine C. Dicicco, Matthew J. Zawadzki, Kaitlin T. McCormick

Programmatic Effectiveness of a University-Based Implant Training Program: Long-Term, Patient-Centered Outcomes Journal of Long-Term Effects of Medical Implants, Vol.20, 2010, issue 4
A. Branscum, Fonda G. Robinson, S. J. Jasper, Mark V. Thomas, M. M. Farino, Mohanad Al-Sabbagh, David A. Puleo

Neueste Ausgabe

BRIDGING THE GAP: A SEQUENTIAL MIXED-METHODS STUDY OF TRUST NETWORKS IN GRADUATE APPLICATION, ADMISSIONS, AND ENROLLMENT Cynthia Villarreal, Julie R. Posselt, Theresa E. Hernandez, Alexander L. Rudolph DEPARTMENT CHAIR ROLES AND RESPONSIBILITIES IN WOMEN STEM FACULTY CAREER PROGRESSION AND SUCCESS Stephanie J. Jones, Patricia Ryan Pal PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew W. Ohland

Zukünftige Artikel

Tactics and Motives: Representations of aspirational capital among marginalized-identity STEM students Erica Sausner, James Pitarresi Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley 10 steps forward, 15 Steps Back: The Strides and Missteps of Diversity in Engineering Teresa Cutright, Nidaa Makki, Linda Coats Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph