東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Silicon ceilings: The gendered digi...

Matwyshyn, Andrea M.

Linked to FindBook

Google Book

Amazon

博客來

Silicon ceilings: The gendered digital production divide and single-sex technology education. A study of computer attitudes of girls in single-sex and coeducational high schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Silicon ceilings: The gendered digital production divide and single-sex technology education. A study of computer attitudes of girls in single-sex and coeducational high schools./
Author:	Matwyshyn, Andrea M.
Description:	240 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4519.
Contained By:	Dissertation Abstracts International65-12A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3156619
ISBN:	0496173618

Silicon ceilings: The gendered digital production divide and single-sex technology education. A study of computer attitudes of girls in single-sex and coeducational high schools.
Matwyshyn, Andrea M.

Silicon ceilings: The gendered digital production divide and single-sex technology education. A study of computer attitudes of girls in single-sex and coeducational high schools. - 240 p.

Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4519.

Thesis (Ph.D.)--Northwestern University, 2004.

This thesis presents an ecological socio-legal policy analysis of issues surrounding the underrepresentation of women among information technology professionals, which it terms the "gendered digital production divide," and conducts a focused quantitative inquiry into one proposed method of alleviating the problem: single sex technology education. Concretely, this thesis calls for the revitalization of the legislative, social policy and academic discourse regarding the causes and appropriate remedies for the gender gap among information technology professionals. First, it theoretically reframes the issue of women's under-representation among information technology professionals, presenting it as primarily a technology equity policy issue to be discussed in the context of the digital divide discourse. It next explains the national importance of addressing the production divide and points to the critical developmental period in girls' lives where their interest in technology begins to wane---junior high and high school---as the best point for policy intervention. One popular policy suggestion focused on this developmental period is to increase use of single sex technology education as an educational setting. This thesis then explores the legality and developmental desirability of single sex technology education and conducts a quantitative case study of computer attitudes of students attending a single sex public school, a single sex private school, a coeducational public school and a coeducational private school during one academic year (N = 83). Results of regression analysis yielded statistically significant relationships among positive computer attitudes, presence of peer and professional mentors, objective computer ability, sex and math comfort level of students. No statistically significant results supported the idea that students attending a single sex school developed more positive attitudes toward information technology than students attending coeducational schools. Socioeconomic demographic variables did not demonstrate a significant relationship with computer attitude. Consequently, this thesis argues that single sex technology education, although legally permissible in some limited contexts, should not be viewed as a panacea for alleviation of the gendered digital production divide. Instead, this thesis argues in favor of a legislative intervention effort primarily focused on strengthening information technology curriculum on the junior high and high school levels, in particular through implementing professional mentorship programs.

ISBN: 0496173618Subjects--Topical Terms:

626654
Education, Sociology of.

Silicon ceilings: The gendered digital production divide and single-sex technology education. A study of computer attitudes of girls in single-sex and coeducational high schools.
LDR:03603nmm 2200289 4500 001 1811720
005 20060322122226.5
008 130610s2004 eng d
020 $a 0496173618
035 $a (UnM)AAI3156619
035 $a AAI3156619
040 $a UnM $c UnM
100 1 $a Matwyshyn, Andrea M. $3 1901287
245 1 0 $a Silicon ceilings: The gendered digital production divide and single-sex technology education. A study of computer attitudes of girls in single-sex and coeducational high schools.
300 $a 240 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4519.
500 $a Adviser: James E. Rosenbaum.
502 $a Thesis (Ph.D.)--Northwestern University, 2004.
520 $a This thesis presents an ecological socio-legal policy analysis of issues surrounding the underrepresentation of women among information technology professionals, which it terms the "gendered digital production divide," and conducts a focused quantitative inquiry into one proposed method of alleviating the problem: single sex technology education. Concretely, this thesis calls for the revitalization of the legislative, social policy and academic discourse regarding the causes and appropriate remedies for the gender gap among information technology professionals. First, it theoretically reframes the issue of women's under-representation among information technology professionals, presenting it as primarily a technology equity policy issue to be discussed in the context of the digital divide discourse. It next explains the national importance of addressing the production divide and points to the critical developmental period in girls' lives where their interest in technology begins to wane---junior high and high school---as the best point for policy intervention. One popular policy suggestion focused on this developmental period is to increase use of single sex technology education as an educational setting. This thesis then explores the legality and developmental desirability of single sex technology education and conducts a quantitative case study of computer attitudes of students attending a single sex public school, a single sex private school, a coeducational public school and a coeducational private school during one academic year (N = 83). Results of regression analysis yielded statistically significant relationships among positive computer attitudes, presence of peer and professional mentors, objective computer ability, sex and math comfort level of students. No statistically significant results supported the idea that students attending a single sex school developed more positive attitudes toward information technology than students attending coeducational schools. Socioeconomic demographic variables did not demonstrate a significant relationship with computer attitude. Consequently, this thesis argues that single sex technology education, although legally permissible in some limited contexts, should not be viewed as a panacea for alleviation of the gendered digital production divide. Instead, this thesis argues in favor of a legislative intervention effort primarily focused on strengthening information technology curriculum on the junior high and high school levels, in particular through implementing professional mentorship programs.
590 $a School code: 0163.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Law. $3 600858
650 4 $a Education, Vocational. $3 1017499
690 $a 0340
690 $a 0398
690 $a 0747
710 2 0 $a Northwestern University. $3 1018161
773 0 $t Dissertation Abstracts International $g 65-12A.
790 1 0 $a Rosenbaum, James E., $e advisor
790 $a 0163
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3156619