investiGaming - Research Findings on Gender and Games

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investiGaming is a publication of the Serious Game Design group in the Department of Telecommunication, Information Studies, and Media at Michigan State University, 2007-2009

This gateway is partially supported by grant 0631771 from the National Science Foundation.

The opinions expressed are those of the authors and do not represent Michigan State University or the National Science Foundation.

Women and Minorities in High-Tech Careers.

Author: Brown, B.L.
Date: 2001
Source: Education Resources Information Center (ERIC)
Full Text Link:

Available at ERIC (http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED452367)

Synopsis:

Explores the reasons women and minorities are underrepresented in technology-related careers and suggests strategies that schools and teachers can use in order to attract women and minorities to high-tech careers and prepare them for work.

Keywords:

IT careers, gender stereotypes, gender equity, report, classroom context

Abstract:
Women and minorities are underrepresented in technology-related careers for many reasons, including lack of access, level of math and science achievement, and emotional and social attitudes about computer capabilities. Schools and teachers can use the following strategies to attract women and minorities to high-tech careers and prepare them for work: (1) connect technology to female and minority students' interests; (2) work to change social attitudes; (3) involve business in developing the skills needed for high-tech occupations; and (4) provide career information. Collaborative and cooperative learning environments are additional effective teaching strategies for technology learning because they promote learning through social interaction with others. Additional strategies for increasing female and minority students' interest in technology are to introduce technology in the middle grades and provide mentors and role models. Schools can facilitate gender equity and leadership development by employing the following policies: (1) select software free of gender and ethnic bias; (2) ensure that computer laboratories are accessible to each gender, ethnic group, and income level, as well as to students with disabilities; (3) encourage the incorporation of technology strategies within all sectors of the curriculum; (4) provide staff training in technology; and (5) periodically review and revise equity policies as necessary. (Contains 15 references.) (MN)
(ERIC Site)

Implications for Game Industry:
No Implications have been written for this entry.

Research Highlights:
- Women and minorities are underrepresented in technology-related careers for many reasons, including lack of access, level of math and science achievement, and emotional and social attitudes about computer capabilities.
- There are many strategies that will encourage more women and minorities to enter technology careers.
- For example, educators need to connect technology to students’ interests, change social attitudes about women and minorities, involve business in education, and provide career information.
- Collaborative learning environments and social interaction are important in the learning setting.
- Introduce technology in middle school.
- Provide mentors and role models.
- Schools can facilitate gender equity and leadership development by employing the following policies: (1) select software free of gender and ethnic bias; (2) ensure that computer laboratories are accessible to each gender, ethnic group, and income level, as well as to students with disabilities; (3) encourage the incorporation of technology strategies within all sectors of the curriculum; (4) provide staff training in technology; and (5) periodically review and revise equity policies as necessary.