How the perceived masculinityand/or femininity of software applications influences students' software preferences

Journal of Educational Computing Research

Volumn 32, Issue 1, 2005, Pages 57-78

  Pinkard, Nichole ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24144437423     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/3LEE-MLCE-NK0Y-RUEP     Document Type: Article

References (27)

1. AAUW Educational Foundation (1998). Gender gaps: Where schools still fail our children. Researched by The American Institutes for Research. Washington, DC: American Association of University Women Educational Foundation.
2. AAUW Educational Foundation. (2000). Tech-Savvy: Educating Girls in the New Computer Age. Researched by Commission on Technology, Gender, and Teacher Education. Washington, DC: American Association of University Women Educational Foundation.
3. Becker, H. J., & Sterling, C. W. (1987). Equity in school computer use: National data and neglected considerations. Journal of Educational Computing Research, 3(3), 289-311.
4. Bunderson, E. D., & Christensen, M. E. (Fall, 1995). An analysis of retention problems for female students in university computer science programs. Journal of Research on Computing in Education, 28(1), 1-18.
5. Clewell, B. (2002). Breaking the barriers: The critical middle school years. In The Jossey-Bass reader on gender in education. San Francisco: Jossey-Bass.
6. Dyer, S. K. (Ed.). (2004). Under the microscope: A decade of gender equity projects in the sciences. Washington, DC: AAUW Educational Foundation.
7. Eastman, S. T. & Krendl, K. (1987). Computers and gender: Differential effects of electronic search on students' achievement and attitudes. Journal of Research and Development in Education, 20(3), 41-48.
8. Fishman, B., & Pinkard, N. (2001). Bringing urban schools into the information age: Planning for technology vs. technology planning. Journal of Educational Computing Research, 25(1), 63-80.
9. Furger, R. (1998). Does Jane compute? Preserving our daughters' place in the cyber revolution. New York: Warner.
10. Hawkins, J. (1987). Computers and girls: Rethinking the issues. In R. D. Pea & K. Sheingold (Eds.), Mirror of minds: Patterns of experience in educational computing (pp. 242-257). Norwood, NJ: Ablex.
11. Hanor, J. H. (1998). Concepts and strategies learned from girls' interactions with computers. Theory into Practice.
12. Honey, M., Moeller, B., Brunner, C., Bennett, D., Clements, P., & Hawkins, J. (1991). Girls and design: Exploring the question of technological imagination (CTE Technical Report Issue No. 17). New York: Center for Children and Technology, Bank Street College of Education.
13. Knupfer, N. N. (1998). Gender divisions across technology advertisements and the WWW: Implications for educational equity. Theory into Practice, 37, 54-63.
14. Lenhart, A. (2003). The ever-shifting Internet population: A new look at Internet access and the digital divide (pp. 1-46). Washington, DC: The PEW Internet American Life Project.
15. Lepper, M. R., & Malone, T. (1987). Intrinsic motivation and instructional effectiveness in computer-based education. In R. Snow & M. Farr (Eds.), Aptitude, learning and instruction: Conative and affective process analyses (pp. 255-286). Hillsdale, NJ: Lawrence Erlbaum Associates.
16. Malone, T., & Lepper, M. R. (1987). Making learning fun. In R. Snow & M. Farr (Eds.), Aptitude, learning and instruction: Conative and effective process analyses (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates.
17. McConnaughey, J. W. & Lader, W. (1998). Falling through the net: New data on the digital divide. National Telecommunications and Information Administration.
18. Miller, L., Chaika, M., & Groppe, L. (1996). Girls' Preferences in software design: Insights from a focus group. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 4(2), 27-36.
19. Miura, I. (1987). Gender and socioeconomic status differences in middle-school computer interest and use. Journal of Early Adolescence, 7(2), 243-253.
20. Pinkard, N. (2000). Lyric reader: Architecture for creating intrinsically motivating and culturally relevant reading environments. Interactive Learning Environments.
21. Pinkard, N. (2001). Rappin' Reader and Say, Say Oh Playmate: An exploration of a culturally relevant beginning literacy computer-based learning environment. Journal of Educational Computing Research, 25(1).
22. Pinkard, N. (1999). Culturally responsive computer-based literacy environments. Center for the Improvement of Early Reading Achievement (Technical Report 1.004).
23. Pinkard, N. (2001). Leveraging background knowledge: Using popular music to build children's beginning reading skills. Unpublished doctoral dissertation. Evanston, IL: Northwestern University.
24. Purple Moon. (1995). Summary of national research: Process and results, how gender differences affect play behavior of girls and boys, ages 7-12. Available at http://www.purple-moon.com/cb/laslink/pm?stat+corp+research_highlights.
25. Schofield, J. W. (1995). Computers and classroom culture. New York: Cambridge.
26. Shashaani, L. (1994). Gender differences in computer experience and its influence on computer attitudes. Journal of Educational Computing Research, 11(4), 347-367.
27. Vail, K. (1997, June). Girlware: Software companies are targeting girls, but is their marketing on the mark? Electronic School Online, available at http://www.electronic-school.com/0697fl.html.