Computer Attitudes, Geder and Exploratory Behavior: A Developmental Study

Claire M. Fletcher-Flinn and Thomas Suddendorf
Journal of Educational Computing Research, Vol. 15, No. 4, 1996, p. 369-392

Three studies were conducted which examined computer attitudes, and the effect of particular gender views on exploratory behavior. In the first study, preschool children were interviewed about their computer attitudes before and after an interactive storybook session. The results showed a high level of computer awareness, with boys holding more gender-stereotypical views, and experience did not seem to alter these beliefs. Those holding cross-gender beliefs about computers (mainly the girls) were more restrictive in their exploration of the software. In the other two studies, a questionnaire was used to assess computer attitudes among high school students. All held positive views with gender differences of degree but not kind. Few students held gender-stereotypical beliefs, although, there was a consensus that females were less proficient with computers. Unlike the preschoolers, the exploratory behavior of the older students was not related to attitudes. The results suggest that affirmative action programs are working within the high schools, but the provision of more female role models is considered to be important in helping to bridge the computer gender gap. Because gender attitudes about technology are formed early, these efforts need to include the very young.

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