The document discusses gender differences in preferences toward technology education. It summarizes four articles on the topic. The first article discusses how gender stereotypes from a young age influence greater male than female interest in technology. The second article examines how portrayals of technology as masculine discourage women and calls for making courses appeal to female ways of knowing. The third article details a study showing female students felt they received insufficient guidance about technology courses. The fourth provides an overview of the articles' findings that gender differences in technology education should be addressed to engage all students.

1. Women and TechnologyWomen and Technology
By Laura StewartBy Laura Stewart

2. ContentsContents
 Slides 3-6: Gender-based Preferences toward Technology EducationSlides 3-6: Gender-based Preferences toward Technology Education
Content, Activities, and Instructional Methods by Katherine Weber andContent, Activities, and Instructional Methods by Katherine Weber and
Rodney CusterRodney Custer
 Slides 7-9: Addressing Women’s Ways of Knowing to Improve theSlides 7-9: Addressing Women’s Ways of Knowing to Improve the
Technology Education Environment for All Students by Karen F. ZugaTechnology Education Environment for All Students by Karen F. Zuga
 Slides 10-12: Building Their Future: Girls and Technology Education inSlides 10-12: Building Their Future: Girls and Technology Education in
Connecticut by Suzanne Silverman and Alice M. PritchardConnecticut by Suzanne Silverman and Alice M. Pritchard
 Slide 13: ConclusionSlide 13: Conclusion

3. Gender-based Preferences toward Technology EducationGender-based Preferences toward Technology Education
Content, Activities, and Instructional MethodsContent, Activities, and Instructional Methods
byby
Katherine Weber and Rodney CusterKatherine Weber and Rodney Custer
This article discusses the lack of female interest in technology courses. It’sThis article discusses the lack of female interest in technology courses. It’s
an important issue because, as Weber and Custer say, “All students of both gendersan important issue because, as Weber and Custer say, “All students of both genders
need to acquire the skills necessary to become consumers capable of criticallyneed to acquire the skills necessary to become consumers capable of critically
assessing the technologies they use, resulting in the ability to make more informedassessing the technologies they use, resulting in the ability to make more informed
decisions.” Weber and Custer outline many reasons they believe are causing thedecisions.” Weber and Custer outline many reasons they believe are causing the
lack of female interest in technology.lack of female interest in technology.
Gender StereotypingGender Stereotyping
At a young age, boys and girls are given different types of toys to play with.At a young age, boys and girls are given different types of toys to play with.
Girls are given toys, such as dolls, that encourage social interaction. Boys are givenGirls are given toys, such as dolls, that encourage social interaction. Boys are given
toys, such as Legos, that have manipulative and interchangeable parts. Weber andtoys, such as Legos, that have manipulative and interchangeable parts. Weber and
Custer believe the idea that boys should be more interested in things likeCuster believe the idea that boys should be more interested in things like
technology begins at a young age.technology begins at a young age.

4. Different InterestsDifferent Interests
A study done by Shroyer, Backe, and Powell done in 1995, shows that girls areA study done by Shroyer, Backe, and Powell done in 1995, shows that girls are
more interested in socially relevant issues and boys are more interested in how thingsmore interested in socially relevant issues and boys are more interested in how things
work. Male interests are more prevalent in technology curriculum. Weber and Custerwork. Male interests are more prevalent in technology curriculum. Weber and Custer
believe this is another reason females are not as interested in technology courses.believe this is another reason females are not as interested in technology courses.
Weber and Custer conducted a study to see differences in interests between malesWeber and Custer conducted a study to see differences in interests between males
and females at the middle school and high school levels. Their findings showed thatand females at the middle school and high school levels. Their findings showed that
females prefer socially relevant issues and problem solving activities. Males preferredfemales prefer socially relevant issues and problem solving activities. Males preferred
building activities. The authors suggest changing the technology curriculum to suit bothbuilding activities. The authors suggest changing the technology curriculum to suit both
males and females. They believe it would be challenging to change gender stereotypes,males and females. They believe it would be challenging to change gender stereotypes,
but that educators could develop activities that females could share interest in.but that educators could develop activities that females could share interest in.

5. Some of Weber and Custer’s ResultsSome of Weber and Custer’s Results
Custer, R. & Weber, K. (2005). Gender-based Preferences toward Technology Education Content,
Activities, and Instructional Methods. Journal of Technology Education, 16. Retrieved April 29,
2009, from http://scholar.lib.vt.edu/ejournals/JTE/v16n2/weber.html

6. My “ah ha” momentMy “ah ha” moment
I decided to read this article because the title caught my attentionI decided to read this article because the title caught my attention
right away. Gender issues in education is something that has alwaysright away. Gender issues in education is something that has always
interested me.interested me.
As I started reading the article, I started making connections with myAs I started reading the article, I started making connections with my
own technology experiences. I’ve always been one of the last of my friendsown technology experiences. I’ve always been one of the last of my friends
to learn any kind of new technology. I like knowing how to useto learn any kind of new technology. I like knowing how to use
technology, but I don’t enjoy the process. I’ve never enjoyed sitting downtechnology, but I don’t enjoy the process. I’ve never enjoyed sitting down
and messing around with things to figure out how it works. My boyfriendand messing around with things to figure out how it works. My boyfriend
is the total opposite. He will grab any gadget and sit down and play with itis the total opposite. He will grab any gadget and sit down and play with it
right way until he has everything figured out. I always thought it was justright way until he has everything figured out. I always thought it was just
part of my personality, but after reading this article, I can see how it couldpart of my personality, but after reading this article, I can see how it could
be connected to my upbringing and gender stereotypes that were instilledbe connected to my upbringing and gender stereotypes that were instilled
in me since I was very young.in me since I was very young.

7. Addressing Women’s Ways of Knowing to Improve theAddressing Women’s Ways of Knowing to Improve the
Technology Education Environment for All StudentsTechnology Education Environment for All Students
byby
Karen F. ZugaKaren F. Zuga
This article also addresses the issue of lack of female interest in technologyThis article also addresses the issue of lack of female interest in technology
courses. To begin, Zuga asks, “Are there differences between women and men whichcourses. To begin, Zuga asks, “Are there differences between women and men which
might influence their choice of study and which need to be addressed? Canmight influence their choice of study and which need to be addressed? Can
technology educators begin to address the lack of participation of women and girls intechnology educators begin to address the lack of participation of women and girls in
technology education without understanding the potential for differences betweentechnology education without understanding the potential for differences between
men and women with regard to technology and to education?” Zuga looks at feministmen and women with regard to technology and to education?” Zuga looks at feminist
ideas to try and answer these questions.ideas to try and answer these questions.
In our culture, women are no longer expected to be housewives. Our culture isIn our culture, women are no longer expected to be housewives. Our culture is
changing and women are commonly found in the workplace. But in our schools,changing and women are commonly found in the workplace. But in our schools,
students are still expected to take certain courses associated with their gender. Girlsstudents are still expected to take certain courses associated with their gender. Girls
are expected to take home economic courses and boys are expected to takeare expected to take home economic courses and boys are expected to take
technology education.technology education.

8. Zuga discusses in her article how women are not very well represented in theZuga discusses in her article how women are not very well represented in the
science community. But why? Science and technology have become linked toscience community. But why? Science and technology have become linked to
masculinity. She writes about how Western Philosophers have liked technology tomasculinity. She writes about how Western Philosophers have liked technology to
masculinity and nature to femininity. Technology is a power that can controlmasculinity and nature to femininity. Technology is a power that can control
nature. The gender of the two words is another form of male dominance.nature. The gender of the two words is another form of male dominance.
So how do educators create female interest in technology? Zuga writes thatSo how do educators create female interest in technology? Zuga writes that
some people have tried the “add women and stir” method. They throw women intosome people have tried the “add women and stir” method. They throw women into
technology courses and hope that it will solve the problem. Zuga suggests thattechnology courses and hope that it will solve the problem. Zuga suggests that
educators use feminists ideas to understand why women avoid technology and useeducators use feminists ideas to understand why women avoid technology and use
those ideas to change the learning environment to one that will attract and interestthose ideas to change the learning environment to one that will attract and interest
both males and females.both males and females.
Zuga, K.F. (1999). Addressing Women’s Ways of Knowing to Improve the Technology Education
Environment for All Students. Journal of Technology, 10. Retrieved April 29, 2009, from
http://scholar.lib.vt.edu/ejournals/JTE/v10n2/zuga.html.

9. My “ah ha” MomentMy “ah ha” Moment
As I wrote earlier, gender issues in education have alwaysAs I wrote earlier, gender issues in education have always
interested me. I believe it’s important to understand theinterested me. I believe it’s important to understand the
different challenges that male and female students facedifferent challenges that male and female students face
because of their gender stereotypes. It was interesting to readbecause of their gender stereotypes. It was interesting to read
Zuga relate female gender issues with feminist ideas. I wouldZuga relate female gender issues with feminist ideas. I would
never have thought to relate gender issues with masculine andnever have thought to relate gender issues with masculine and
feminine words used in language.feminine words used in language.

10. Building Their Future: Girls and Technology Education in ConnecticutBuilding Their Future: Girls and Technology Education in Connecticut
byby
Suzanne Silverman and Alice M. PritchardSuzanne Silverman and Alice M. Pritchard
In their article, Silverman and Pritchard begin by discussing some of theIn their article, Silverman and Pritchard begin by discussing some of the
reasons girls avoid technology courses in schools. Their reasons were not unlike thereasons girls avoid technology courses in schools. Their reasons were not unlike the
reasons listed in the other articles I read. Women respond better to connectivenessreasons listed in the other articles I read. Women respond better to connectiveness
than how things work. They also feel that the boys had more opportunities tothan how things work. They also feel that the boys had more opportunities to
develop ALB skills. Silverman and Pritchard wrote, “They contend that to developdevelop ALB skills. Silverman and Pritchard wrote, “They contend that to develop
these skills an individual must participate in autonomous learning behaviors (ALB).these skills an individual must participate in autonomous learning behaviors (ALB).
These behaviors include choosing to do high-level tasks, working independently onThese behaviors include choosing to do high-level tasks, working independently on
tasks, persisting on them and achieving success. Fennema and Peterson proposetasks, persisting on them and achieving success. Fennema and Peterson propose
that males have more opportunities than females to pursue ALBs.”that males have more opportunities than females to pursue ALBs.”
Silverman and Pritchard conducted a study in Connecticut to changeSilverman and Pritchard conducted a study in Connecticut to change
enrollment and attitudes about women and technology. Their study consisted ofenrollment and attitudes about women and technology. Their study consisted of
two phases.two phases.

11. Phase I exposed girls at an early age to technology courses. They thought itPhase I exposed girls at an early age to technology courses. They thought it
would change attitudes about technology if they exposed the girls before genderwould change attitudes about technology if they exposed the girls before gender
differences began to appear.differences began to appear.
They found that girls did well and had a positive experience, but it didn’tThey found that girls did well and had a positive experience, but it didn’t
affect the enrollment rates in high school.affect the enrollment rates in high school.
In Phase II, Silverman and Pritchard looked at reasons for the gender gap inIn Phase II, Silverman and Pritchard looked at reasons for the gender gap in
enrollment and participation rates in technology courses in high schools.enrollment and participation rates in technology courses in high schools.
They found that girls felt they didn’t receive enough information aboutThey found that girls felt they didn’t receive enough information about
technology courses from guidance counselors and that girls felt they might betechnology courses from guidance counselors and that girls felt they might be
treated differently by technology teachers.treated differently by technology teachers.
Silverman and Pritchard recommend that schools hire more femaleSilverman and Pritchard recommend that schools hire more female
technology teachers to serve as role models for the female students. They alsotechnology teachers to serve as role models for the female students. They also
recommend that teachers get together and discuss gender equality and that schoolsrecommend that teachers get together and discuss gender equality and that schools
place more than one girl in a technology class to make them feel more comfortable.place more than one girl in a technology class to make them feel more comfortable.
Pritchard, A.M. & Silverman, S. (1996). Building Their Future: Girls and Technology Education in
Connecticut. Journal of Technology Education, 7. Retrieved April 29, 2009, from
http://scholar.lib.vt.edu/ejournals/JTE/v7n2/silverman.jte-v7n2.html.

12. My “ah ha” MomentMy “ah ha” Moment
The three articles I’ve read have shared a lot of ideas about why femaleThe three articles I’ve read have shared a lot of ideas about why female
students aren’t enrolling in technology courses, but I liked how this articlestudents aren’t enrolling in technology courses, but I liked how this article
suggested there be more female technology teachers. It’s something that hadn’tsuggested there be more female technology teachers. It’s something that hadn’t
crossed my mind, but it makes sense. The article mentioned that girls feel theycrossed my mind, but it makes sense. The article mentioned that girls feel they
might be treated different in a technology course because they would be one of themight be treated different in a technology course because they would be one of the
only females in the class. If their were more women technology teachers, I’m sureonly females in the class. If their were more women technology teachers, I’m sure
there would eventually be more female students. Girls would feel more comfortablethere would eventually be more female students. Girls would feel more comfortable
in a course taught by a woman even if the rest of the students were boys. I thinkin a course taught by a woman even if the rest of the students were boys. I think
girls need more female role models in math, science, and technology.girls need more female role models in math, science, and technology.

13. ConclusionConclusion
There’s no argument that there is less interest and enrollment of femaleThere’s no argument that there is less interest and enrollment of female
students in technology courses than male students. Many reasons affect thestudents in technology courses than male students. Many reasons affect the
attitudes of women towards technology. It could be gender roles, or feeling theyattitudes of women towards technology. It could be gender roles, or feeling they
have lack of skill or knowledge of technology, or that they just don’t know thehave lack of skill or knowledge of technology, or that they just don’t know the
courses are out there. It’s a real issue that needs to be addressed because as Webercourses are out there. It’s a real issue that needs to be addressed because as Weber
and Custer say, “All students of both genders need to acquire the skills necessary toand Custer say, “All students of both genders need to acquire the skills necessary to
become consumers capable of critically assessing the technologies they use,become consumers capable of critically assessing the technologies they use,
resulting in the ability to make more informed decisions.”resulting in the ability to make more informed decisions.”
School need to understand the challenges that women face when it comes toSchool need to understand the challenges that women face when it comes to
technology and adapt their technology courses to attract interest to both males andtechnology and adapt their technology courses to attract interest to both males and
females.females.