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Author Dostal, Jacqueline Lois Miller
Title Networks and the perpetuation of dominant culture roles: The technology gender gap and the impact of teachers
book jacket
Descript 130 p
Note Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3255
Adviser: Adrienne Hyle
Thesis (Ed.D.)--Oklahoma State University, 2003
Scope and method of study. The purpose of this qualitative study was to look at female students' perceptions of the factors influencing their enrollment in computer course work and technology-related careers. The conceptual frameworks that guided the study included Perpetuation Theory as used by Braddock and McPartland as well as social network theory (Wells & Crain, 1994) and "strength of ties" (Granovetter, 1986). Perpetuation theory looks at the ways in which minority groups can move against the dominant culture by desegregating or breaking the pattern of traditional educational and career goals. This desegregation is extended to the minority group based on gender in this study. Social network theory and "strength of ties" helped to explain the lack of mobility for women in technology education and employment. Seven women were interviewed and asked to identify factors that they felt helped them to choose computing education and/or computing careers. Discussions with the directors of the college and informal observations of classroom settings were also used in data collection. Perpetuation theory and social network theory as well as "strength of ties" provided the lens for analysis
Findings and conclusions. Analysis of the data suggested that four factors impacted their ability to choose to enter technology careers-self-efficacy, mentoring and role models and the impact of teachers implementation of technology. The participants indicated that their strong sense of self-efficacy has been a factor that made them start in computer courses in school, made them select computer careers and made them pursue further education in technology. To a lesser degree, role models and mentor were critical in helping women break out of the mold, that is break the dominant perpetuating culture that was limiting women's participation in technology careers. The role of teacher attitude toward implementation of computer technology was influential to an even lesser degree. This was partially attributable to the age of the participants. The participants had entered computer education and careers in the 70's and 80's when integration of computers into the classrooms was not possible. The course that they had taken were new to the standard curriculum and considered and "option" or elective to the required curriculum
School code: 0664
Host Item Dissertation Abstracts International 64-09A
Subject Women's Studies
Education, Teacher Training
Education, Technology of
0453
0530
0710
Alt Author Oklahoma State University
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