Gender issue in the ICT field in higher education B. Divjak, V. Vidaček-Hainš & M. Ostroški - Varaždin County - Faculty of Organization and Informatics.
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Gender issue in the ICT field
in higher education B. Divjak, V. Vidaček-Hainš & M. Ostroški
- Varaždin County- Faculty of Organization and Informatics Varaždin, University of Zagreb
VIIth Conference of the European Regions on Equal Opportunities
Timisoara (Timis, Romania), October 11-12, 2007
Population aged 15 or more according to the level of education (%):
http://www.dzs.hr (Croatian Bureau of Statistics – 2001 Census)
Croatian Employment Servicehttp://www.hzz.hr
Unemployment rate by gender
• July 2007: Only 4.2% of unemployed persons have a HE degree
• Most of them are aged over 50 (28.7 %)
Male
Female
Proportion of female full professorsSource: National Science Foundation (2003). In Beyond Bias and Barriers: Fulfilling the Potential of Women in
Academic Science and Engineering, pp 17. National Academy of Sciences, N.A. of Engineering and Institute of Medicine. National Academy Press, Washington D.C.
Percentage of female and male doctoral scientists (Computer Science)
Source: National Science Foundation (2003). In Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering, pp 171. National Academy of Sciences, N.A. of Engineering and Institute of
Medicine. National Academy Press, Washington D.C.
Legend: 1= percentage of female d.s. ; 2= percentage of male d.s.
0
10
20
30
40
50
60
70
80
90
1 2
With children
Married
Croatia: Doctors of science – technical sciences http://www.dzs.hr
Female students (20,3%)
Male students (79,8%)
Gender budgetinghttp://www.dfid.gov.uk/aboutdfid/organisation/pfma/pfma-gender-budget.pdf
• Tools and processes designed to facilitate a gender analysis in the formulation of government budgets and the allocation of resources
• European Women’s Lobby – more than 3000 women’s associations in Europe
Our research – the goals
• To define connections between the social and economic status and secondary education as pre-entry factors determining results achieved in higher education (HE)
• Information and Communications Technology (ICT)
Respondents
• N = 271 first-year students of Information Systems in the field of Organization and Computer Sciences
Male
Female
Part-time
Full-time
Measurement(Survey)
ResultsFull-time vs. part-time students:
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
Male
Female
Average number of learning hours per week
Legend: Y axis = average number of hours
● Full time students achieved better results
Male vs. Female students:
● Female students study 1.46 h more than male students; female students – more motivated to fulfill their tasks than male students (r= -0.217, p>0.05): Pearson correlation between gender and motivation
Results
• Statist. sign. variables:
• Not significant variables:
Size of residence
Availability of the Internet
Type of secondary school
(r=0.219, p>o.o5)
Gender differences(t=3,255; df=128;p>0.01)
Female students learn more
Very important: curriculum and pre-knowledge from secondary school
Full-time studentsvs. Part-time
(full-time learn more)
Conclusion
Pedagogical implications of the research:• The need to familiarize the students with the
aims and outcomes of courses • The redefined role of the teacher in ICT
supported learning environment • Meta-skills – “learning to learn” strategies
Prerequisites for teachers
1. Objective insight into students’ behavior
2. Adapting the learning strategies to students / teachers
3. Quality communication
Thank you!
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