Topics

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.

• Snapshot 1

  After conducting several early studies identifying that boys and girls view and approach technology differently, we developed a computer-based graphics program called Imagine that enabled girls to design devices and machines from their own imagination. The Imagine software served as a legitimating environment where girls received encouragement to think of themselves as designers and inventors. In Imagination Place!, we took this concept a step further as we developed an interactive, online design space for use by girls ages 8 to 14 (but open to boys as well). Imagination Place! engaged girls in collaborative design activities to explore engineering and invention in their everyday lives.

• Snapshot 2
  Electronic games afford opportunities for children, particularly girls, to develop new relationships with technology. With support from NSF, we investigated how different metaphors, strategies and activities for posing IT-related problems in electronic games may affect children’s perceptions of IT careers, particularly whether game features affirm and support 8-14-year-old girls’ impressions of IT professions.
• Snapshot 3
  Mentor relationships can play a pivotal role in encouraging young women in secondary schools to pursue technical courses and careers. To support this process, we developed and tested telementoring environments that enabled high school girls to communicate with women professionals and college students for ongoing guidance and support.