Projects
Gender
For decades, women have been chronically underrepresented in the sciences. More than two decades of research has uncovered a source of this bottleneck: real differences between how women and girls approach technology and the sciences versus men and boys. Women and girls tend to view technology as a tool for communication, companionship, and social utility, often focusing on what technology can “do” to improve the conditions of everyday living. In contrast, men and boys tend to view it as an object that will help them transcend the barriers. In recent years, substantial strides have been made to better understand and respond to the preferences of girls and young women. However, much work remains to develop a complete picture of how to include women and girls in math, science and technology education and career paths. Select a snapshot below to learn more about the kinds of work we do in this area.
CCT staff who have played prominent roles in this domain include Cornelia Brunner and Terri Meade.