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Please use this identifier to cite or link to this item: http://hdl.handle.net/10625/50172

Title: Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings
Authors: Brown, Cheryl
Czerniewicz, Laura
Keywords: GENDER ANALYSIS
SOUTH AFRICA
ICT ACCESS AND USAGE
WOMEN'S EMPOWERMENT
DIGITAL DIVIDE
GENDER MAINSTREAMING
HIGHER EDUCATION
Issue Date: 2012
Abstract: This paper examines findings from two surveys of 10110 university students conducted in South Africa in 2004 and 2007. We report on the differences between male and females students access to and use of ICTs for learning. In particular we note that whilst equal opportunities do largely exist for both genders, there are subtle differences in terms of female students practical access and sense of personal agency. Findings about use are complicated with male students using ICTs more frequently particularly in the sciences disciplines and for activities such as information seeking and communication (in contrast to research elsewhere). In order to try and better understand our findings we explore four different theoretical perspectives namely; Bourdieu’s notion of habitus; Feminist Standpoint Theory; Critical Information Systems Theory; and Expectations States Theory. We then suggest using Bourdieu’s notion of habitus as we believe it offers us the most flexibility whilst enabling a gender focus to be maintained.
URI: http://hdl.handle.net/10625/50172
Project Number: 105267
Project Title: ICT Access and Usage in Higher Education in South Africa
Document Delivery: To enquire about document delivery, contact the IDRC Library : library@idrc.ca or 613-696-2578 / Pour plus de renseignements sur la livraison de documents, communiquer avec la bibliothèque du CRDI : bibliothèque@crdi.ca ou 613-696-2578
Appears in Collections:IDRC Research Results / Résultats de recherches du CRDI
Research Results (ACACIA) / Résultats de recherches (ACACIA)
2010-2019 / Années 2010-2019

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