Science informatique et perspectives du genre
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Science informatique et perspectives du genre
저자: stephanie burtonmonney
1. Les filles se détournent progressivement de l'informatique.
1.1. the proportion of women among those pursuing computer science degrees has declined since the mid-1980s (Spertus 2004).
1.2. More limited access to computers both at school and at home
1.3. Studies over the past two decades have shown that females are underrepresented in all fields of Computing (Camp, 2002; Friend, 2013; Margolis, 2013). The female-male ratio for those involved in Computing shrinks dramatically from early student years to working years – “the pipeline shrinkage problem” (Gürer & Camp, 2002).
2. Raisons de ce désintérêt progressif
2.1. females seem to lose interest in CS early on in life, as girls do not gain as much experience with computers as boys do during their childhood (Margolis & Fisher, 2002)
2.2. The male orientation of computer games seems to be an extra factor contributing to this discouragement (Denner et al, 2012).
2.3. boys often tend to monopolize instructors' time, leaving the girls to try and figure things out on their own.
2.4. Females have less confidence in their abilities and individual accomplishments than males do, despite the fact that they often perform at the same levels (Ilias & Kordaki, 2006)
2.5. Women feel “out of place” in a male-dominated, Computing culture.
2.6. A dearth of role models is another contributing factor to the underrepresentation of women in science. Women students look to faculty as role models for balancing career and family, and if career demands are seen as excessive, may leave their department in higher numbers than men (Ferreira 2003). Women scientists benefit from role models and mentors who are cognizant of the differential experiences of women and men in the sciences (Etzkowitz et al. 2000).
2.6.1. Les filles voient souvent leurs mères disposer de peu de compétences en informatique
2.6.2. Un informaticien est un geek.
2.7. The classroom climate for girls in school classrooms and for women students and faculty in university departments has been classically described as “chilly” (Hall & Sandler 1982). Girls and women are treated differently than men in both subtle and overt ways. For example, everyday ways of conducting classroom discussions can exacerbate inequities when boys are given more attention and praise by the teacher.
2.8. More limited access to computers both at school and at home
2.8.1. D'après l'étude Mike de 2017 sur les usages médias des enfants suisses, les garçons passent beaucoup plus de temps à "gamer" et utilisent Internet et un tablette plus souvent que les filles.
3. Compétences des filles en informatique
3.1. Past studies have shown that by the time children are in kindergarten they are already affected by gender stereotypes and are beginning to apply these stereotypes to themselves and to others (Sullivan & Bers, 2016). In this study both boys and girls performed equally well on simple programming tasks with a KIBO prototype which was novel to them and perhaps not yet stereotyped. However, girls performed significantly lower on complex programming tasks and these children also indicated in a pretest that LEGOS were more for boys than they were for girls. In order to reach these children before gender stereotypes have been engrained, it seems worthwhile to focus CT and CL education and assessment on children 4-6 years of age.
3.1.1. Lien vers l'article complet: https://sites.tufts.edu/devtech/files/2018/02/Sullivan_Gender-Differences-Robotics_2016.pdf