Gender stereotypes and ICT in secondary school: a study using mixed methodology

Abstract

The scientific community systematically denounces the underrepresentation of women in science, technology, engineering and mathematics degrees, besides the negative impacts on the construction of future society that this entails. The goal of the study is to identify those factors, attending to gender differences, which influence the choice of the different training itineraries done by 4th year students in Secondary Education from a private school located in the Comunidad de Madrid. Using a case of study methodological approach, a mixed sequential explanatory design was employed by two surveys in the first quantitative phase (N = 84; N = 73) and a participant observation in the qualitative phase (N = 22), being this sample one year younger. The quantitative data were analysed using the Chi-square test with the corresponding statistical significance. The qualitative data were analysed through the content analysis. Significant gender differences were found to exist in the four dimensions explored: individual, family and peer, institutional and sociocultural. Girls report a negative self-concept, low belief in their capabilities, greater family influence and awareness of gender inequalities in several contexts. Likewise, stereotypes are found to influence the development of teenagers, impacting their academic decisions. Thus, long-term ICT projects and teacher training with a gender perspective, as well as the inclusion of emotional education in the curriculum, are suggested to help bridge the gender digital divide.