article

Information science instruction and changes in girls' and boy's expectancy and value beliefs: In search of gender-equitable pedagogical practices

Author:

Ioanna VekiriAuthors Info & Claims

Computers & Education, Volume 64

Pages 104 - 115

https://doi.org/10.1016/j.compedu.2013.01.011

Published: 01 May 2013 Publication History

Abstract

In this study, which was situated in the context of information science instruction, data were collected twice using student self-reports to examine the effects of pedagogical practices on changes in boys' and girls' expectancy and value beliefs about computing. Participants were 326 7th-grade students, enrolled in three middle schools that were located in a Greek metropolitan city. At both times boys expressed more positive intrinsic-value beliefs about computing. Teachers' pedagogical practices had effects on students' motivation. All students benefited from practices that highlighted the social benefits and applications of technology. Also, girls benefited from practices that connected information science to other school subjects and boys from practices encouraging social interaction. Findings challenge some assumptions about gender/technology relations and have implications for teaching about technology in a gender-equitable way.

References

[1]

Rethinking the "problem" of gender and IT schooling: discourses in literature. Gender and Education. v20 i2. 153-165.

[2]

Gendering the ICT curriculum: the paradox of choice. Computers & Education. v53 i2. 343-354.

Digital Library

[3]

Boys and machines: gendered computer-identities, regulation and resistance. Gender and Education. v23 i5. 601-617.

[4]

Gender equity in the use of educational technology. In: Klein, S. (Ed.), Handbook for achieving gender equity through education, Lawrence Erlbaum, Mahwah, NJ. pp. 191-214.

[5]

Because it's boring, irrelevant and I don't like computers: why high school girls avoid professionally-oriented ICT subjects. Computers & Education. v50 i4. 1304-1318.

Digital Library

[6]

Women in IT: The facts. National Center for Women & Information Technology (NCWIT), Boulder, CO.

[7]

National assessment program - ICT literacy years 6 & 10 report 2011. ACARA, Sydney.

[8]

Perceived self-efficacy in cognitive development and functioning. Educational Psychologist. v28 i2. 117-148.

[9]

The state of research on girls and IT. In: McGrath Cohoon, J., Aspray, W. (Eds.), Women and information technology. Research on underrepresentation, The MIT Press, Cambridge, MA. pp. 3-53.

[10]

Learning ecologies for technological fluency: gender and experience differences. Journal of Educational Computing Research. v31 i1. 1-36.

[11]

Who is wired and who is not: children's access to and use of computer technology. Future of Children. v10 i2. 44-75.

[12]

Achievement in math and science: do mothers' beliefs matter 12 years later?. Journal of Educational Psychology. v96 i1. 97-109.

[13]

Girl games and technological desire. In: Cassell, J., Jenkins, H. (Eds.), From barbie to mortal kombat: Gender and computer games, The MIT Press, Cambridge, MA. pp. 72-88.

Digital Library

[14]

So we've got a chip on our shoulder! Sexing the texts of 'educational technology'. In: Gaskell, J., Willinsky, J. (Eds.), Gender in/forms curriculum: From enrichment to transformation, Teachers College Press, New York. pp. 21-42.

[15]

Computer-game construction: a gender-neutral attractor to computing science. Computers & Education. v55. 1098-1111.

Digital Library

[16]

Chess for girls? Feminism of computer games. In: Cassell, J., Jenkins, H. (Eds.), From barbie to mortal kombat: Gender and computer games, The MIT Press, Cambridge, MA. pp. 2-45.

Digital Library

[17]

A matter of degrees: female underrepresentation in computer science programs cross nationally. In: McGrath Cohoon, J., Aspray, W. (Eds.), Women and information technology, research on underrepresentation, The MIT Press. pp. 183-203.

[18]

Spaces for change: gender and technology access in collaborative software design. Journal of Science Education and Technology. v9 i1. 67-78.

[19]

Characterizations of computing careers: students and professionals disagree. Computers & Education. v26 i4. 241-246.

Digital Library

[20]

Assessment of 21st century ICT skills in Chile: test design and results from high school level students. Computers & Education. v59. 1042-1053.

Digital Library

[21]

Gender differences in adolescents' perceptions of the best and the worst aspects of computing at school. Computers in Human Behavior. v19 i6. 673-682.

[22]

Gender and computers: Understanding the digital divide. Lawrence Erlbaum Associates, Mahwah, NJ.

[23]

All-female classes in high school computer science: positive effects in three years of data. Journal of Educational Computing Research. v27 i4. 385-409.

[24]

The girls creating games program: an innovative approach to integrating technology into middle school. Meridian: A Middle School Computer Technologies Journal. v10 i1.

[25]

Questionnaires in second language research: Construction, administration, and processing. 2nd ed. Routledge, New York.

[26]

Factors that influence students' plans to take computing and information technology subjects in senior secondary school. Computer Science Education. v21 i2. 175-199.

[27]

Key data on information and communication technology in schools in Europe. Eurydice, Brussels.

[28]

Understanding women's educational and occupational choices. Psychology of Women Quarterly. v18. 585-609.

[29]

Where are all the women? Gender differences in participation in physical science and engineering. In: Ceci, S.J., Williams, W.M. (Eds.), Why aren't more women in science?: Top researchers debate the evidence, American Psychological Association, Washington, DC. pp. 199-210.

[30]

In the mind of the actor: the structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin. v21 i3. 215-225.

[31]

Motivation to succeed. In: Damon, W., Eisenberg, N. (Eds.), Handbook of child psychology, Wiley, New York. pp. 1017-1095.

[32]

Harnessing technology: the learner and their context. Mapping young people's uses of technology in their own contexts - A nationally representative survey. A report for BECTA.

[33]

Pedagogical beliefs and attitudes of informatics teachers. In: Paper presented at the 5th Pan-Hellenic conference didactics of informatics,

[34]

Mediated activity in the primary classroom: girls, boys and computers. Learning and Instruction. v10. 431-446.

[35]

Classroom environment instruments: development, validity and applications. Learning Environments Research. v1 i1. 7-33.

[36]

Lost in translation: gender and high school computer science. In: McGrath Cohoon, J., Aspray, W. (Eds.), Women and information technology, research on underrepresentation, The MIT Press. pp. 89-114.

[37]

What is computer science, anyway?: deepening urban teachers understandings of computer science and working towards an engaging pedagogy. In: Ferdig, R. (Ed.), Proceedings of society for information technology & teacher education international conference 2004, AACE, Chesapeake, VA. pp. 814-819.

[38]

The role of parents and teachers in the development of gender-related math attitudes. Sex Roles. v66 i3-4. 153-166.

[39]

A statewide survey on computing education pathways and influences: factors in broadening participation in computing. In: ACM international computing education research conference proceedings, ACM, New York. pp. 143-150.

Digital Library

[40]

Girls, gaming, and trajectories of IT expertise. In: Kafai, Y. (Ed.), Beyond barbie and mortal kombat: New perspectives on gender and gaming, MIT Press, Cambridge, MA. pp. 217-230.

[41]

Higher education - Students by gender, semester of studies, educational institution, and department (in Greek).

[42]

Cutoff criteria to fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling. v6. 1-55.

[43]

From quake girls to desperate housewives: a decade of gender and computer games. In: Kafai, Y. (Ed.), Beyond barbie and mortal kombat: New perspectives on gender and gaming, MIT Press, Cambridge, MA. pp. 5-20.

[44]

Examining teachers' beliefs about ICT in education: implications of a teacher preparation programme. Teacher Development: An International Journal of Teachers' Professional Development. v11 i2. 149-173.

[45]

Hurdles in the pipeline: girls and technology careers. Frontiers: A Journal of Women Studies. v26 i1. 99-109.

[46]

Storytelling Alice motivates middle school girls to learn computer programming. In: Proceedings of the SIGCHI conference on human factors in computing systems,

Digital Library

[47]

Sex differences and similarities in job attribute preferences: a meta-analysis. Psychological Bulletin. v126 i4. 593-641.

[48]

Education and career pathways in information communication technology: what are schoolgirls saying?. Computers & Education. v54. 1117-1126.

Digital Library

[49]

Guide to promising practices in informal information technology education for girls. National Center for Women & Information Technology, Boulder, CO.

[50]

Evaluating promising practices in informal information technology (IT) education for girls: Women in IT - Survey results. National Center for Women & Information Technology, Boulder, CO.

[51]

Parental mediation of children's internet use. Journal of Broadcasting and Electronic Media. v52 i4. 581-599.

[52]

Computers and career choices: gender differences in grades 7 and 10 students. Gender, Technology and Development. v6 i2. 233-248.

[53]

Bridging the gender gap in computing: an integrative approach to content design for girls. Journal of Educational Computing Research. v28 i2. 143-162.

[54]

Use of classroom environment perceptions in evaluating inquiry-based computer-assisted learning. International Journal of Science Education. v18 i4. 410-421.

[55]

An online questionnaire for evaluating students' and teachers' perceptions of constructivist multimedia learning environments. Research in Science Education. v35. 221-244.

[56]

Unlocking the clubhouse: Women in computing. The MIT Press, Cambridge, MA.

[57]

Gender and motivation. Journal of School Psychology. v44. 351-373.

[58]

Gender differences in computer attitude: does the school matter?. Computers in Human Behavior. v24 i3. 969-985.

Digital Library

[59]

Middle school students' technology practices and preferences: re-examining gender differences. Journal of Educational Multimedia and Hypermedia. v10 i2. 125-140.

Digital Library

[60]

How people learn: Brain, mind, experience, and school. National Academy Press, Washington, DC.

[61]

Parental mediation of children's videogame playing: a comparison of the reports by parents and children. Learning, Media and Technology. v31 i2. 181-202.

[62]

. PISA 2009 results: Students on line: Digital technologies and performance, 2011.

[63]

Gender differences in mathematics self-efficacy beliefs. In: Gallagher, A., Kaufman, J. (Eds.), Gender differences in mathematics: An integrative psychological approach, Cambridge University Press, Boston, MA. pp. 294-314.

[64]

Are computer science and information technology still masculine fields? High school students' perceptions and career choices. Computers & Education. v51 i2. 594-608.

Digital Library

[65]

Gender issues in internet access and favorite Internet activities among Greek high school pupils inside and outside school. Computers & Education. v44. 377-393.

Digital Library

[66]

Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. v82 i1. 33-40.

[67]

Self-concept of computer and math ability. Gender implications across time and within ICT studies. Journal of Vocational Behavior. v80 i2. 486-499.

[68]

Parental and secondary school teachers' perceptions of ICT professionals, gender differences and their role in the choice of studies. Sex Roles. v66 i3-4. 235-249.

[69]

Young children's computer skills development from kindergarten to third grade. Computers & Education. v57. 1698-1704.

Digital Library

[70]

Learning theories: An educational perspective. 6th ed. Allyn and Bacon, Boston, MA.

[71]

Gendered career expectations of students: Perspectives from PISA 2006. OECD Publishing.

[72]

Parents' socializing behavior and children's participation in math, science, and computer out-of-school activities. Applied Developmental Science. v9 i1. 14-30.

[73]

Women in computer-related majors: a critical synthesis of research and theory from 1994 to 2005. Review of Educational Research. v77 i4. 500-533.

[74]

Equity and computers in the schools: a decade of research. Review of Educational Research. v61 i4. 475-503.

[75]

Attracting women to the CS major. Frontiers: A Journal of Women Studies. v26 i1. 126-140.

[76]

When does gender matter? Interactions during computer-based problem solving. Learning and Instruction. v10. 447-462.

[77]

The influence of perceived parental guidance patterns on children's media use: gender differences and media displacement. Journal of Broadcasting and Electronic Media. v44 i3. 329-348.

[78]

Users and experts: Greek primary teachers' views about boys, girls, ICTs and computing. Technology, Pedagogy and Education.

[79]

Gender issues in technology use: perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers & Education. v51. 1392-1404.

Digital Library

[80]

Gender equity and information technology in education: the second decade. Review of Educational Research. v71 i4. 613-634.

[81]

New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education. Computers & Education. v24 i1. 35-55.

Digital Library

[82]

Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences. American Psychological Association, Washington, DC.

[83]

The role of masculinity/femininity, values, and occupational value affordances in shaping young men's and women's occupational choices. Sex Roles. v65 i3-4. 243-258.

[84]

Expectancy-value theory of achievement motivation. Contemporary Educational Psychology. v25. 68-81.

[85]

Differences in young adults' decisions to pursue an information technology career. New Directions for Child and Adolescent Development. v110. 65-84.

Cited By

Hamlen Mansour KJackson DBievenue LVoight ASridhar N(2023)Understanding the Impact of Peer Instruction in CS Principles Teacher Professional DevelopmentACM Transactions on Computing Education10.1145/358507723:2(1-21)Online publication date: 17-Apr-2023
https://dl.acm.org/doi/10.1145/3585077
Kemp PWong BBerry M(2019)Female Performance and Participation in Computer ScienceACM Transactions on Computing Education10.1145/336601620:1(1-28)Online publication date: 23-Nov-2019
https://dl.acm.org/doi/10.1145/3366016
McGee SMcGee-Tekula RDuck JMcGee CDettori LGreenberg RSnow ERutstein DReed DWilkerson BYanek DRasmussen ABrylow DBarnes TGarcia DHawthorne EPérez-Quiñones M(2018)Equal Outcomes 4 AllProceedings of the 49th ACM Technical Symposium on Computer Science Education10.1145/3159450.3159529(50-55)Online publication date: 21-Feb-2018
https://dl.acm.org/doi/10.1145/3159450.3159529
Show More Cited By

Information science instruction and changes in girls' and boy's expectancy and value beliefs: In search of gender-equitable pedagogical practices
1. Applied computing

Recommendations

Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean ...
Everyday health information literacy among young men compared with adults with high risk for metabolic syndrome - a cross-sectional population-based study

This cross-sectional population-based study aims at identifying differences in the aspects of everyday health information literacy among young healthy men and adults with an increased risk for metabolic syndrome. Data were collected with a self-...
Girls playing games: rethinking stereotypes
Future Play '07: Proceedings of the 2007 conference on Future Play

This paper reports on findings from a three-year, Canadian federally funded research project entitled "Education, Gender and Gaming". Our study of gender and digital game-playing was driven by two significant factors: first, that far more boys than ...

Comments

Information & Contributors

Information

Published In

cover image Computers & Education

Computers & Education Volume 64, Issue

May, 2013

194 pages

ISSN:0360-1315

Issue’s Table of Contents

Copyright © Elsevier Ltd © 2013.

Publisher

Elsevier Science Ltd.

United Kingdom

Publication History

Published: 01 May 2013

Author Tags

Qualifiers

Article

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

8
Total Citations
View Citations
0
Total Downloads

Downloads (Last 12 months)0
Downloads (Last 6 weeks)0

Reflects downloads up to 22 Jan 2025

Other Metrics

View Author Metrics

Citations

Cited By

Hamlen Mansour KJackson DBievenue LVoight ASridhar N(2023)Understanding the Impact of Peer Instruction in CS Principles Teacher Professional DevelopmentACM Transactions on Computing Education10.1145/358507723:2(1-21)Online publication date: 17-Apr-2023
https://dl.acm.org/doi/10.1145/3585077
Kemp PWong BBerry M(2019)Female Performance and Participation in Computer ScienceACM Transactions on Computing Education10.1145/336601620:1(1-28)Online publication date: 23-Nov-2019
https://dl.acm.org/doi/10.1145/3366016
McGee SMcGee-Tekula RDuck JMcGee CDettori LGreenberg RSnow ERutstein DReed DWilkerson BYanek DRasmussen ABrylow DBarnes TGarcia DHawthorne EPérez-Quiñones M(2018)Equal Outcomes 4 AllProceedings of the 49th ACM Technical Symposium on Computer Science Education10.1145/3159450.3159529(50-55)Online publication date: 21-Feb-2018
https://dl.acm.org/doi/10.1145/3159450.3159529
Hamlen KSridhar NBievenue LJackson DLalwani ABarnes TGarcia DHawthorne EPérez-Quiñones M(2018)Effects of Teacher Training in a Computer Science Principles Curriculum on Teacher and Student Skills, Confidence, and BeliefsProceedings of the 49th ACM Technical Symposium on Computer Science Education10.1145/3159450.3159496(741-746)Online publication date: 21-Feb-2018
https://dl.acm.org/doi/10.1145/3159450.3159496
Hong JTai KHwang MKuo YChen J(2017)Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning systemComputers in Human Behavior10.1016/j.chb.2016.08.04466:C(353-362)Online publication date: 1-Jan-2017
https://dl.acm.org/doi/10.1016/j.chb.2016.08.044
Deechuay NKoul RManeewan SLerdpornkulrat T(2016)Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate studentsEducation and Information Technologies10.1007/s10639-015-9410-821:6(1699-1713)Online publication date: 1-Nov-2016
https://dl.acm.org/doi/10.1007/s10639-015-9410-8
Shah JLee H(2015)Building Online Social Networks to Engage Female Students in Information SystemsInternational Journal of Web-Based Learning and Teaching Technologies10.4018/IJWLTT.201510010310:4(33-51)Online publication date: 1-Oct-2015
https://dl.acm.org/doi/10.4018/IJWLTT.2015100103
Ho TLin H(2015)A web-based painting tool for enhancing student attitudes toward learning art creationComputers & Education10.1016/j.compedu.2015.08.01589:C(32-41)Online publication date: 1-Nov-2015
https://dl.acm.org/doi/10.1016/j.compedu.2015.08.015

View Options

View options

Media

Figures

Other

Tables

View Issue’s Table of Contents