Center for Women and Information Technology: Research

Research on Gender & IT

RESEARCH: Investigating Gender-Based Differences in Perception and Use of I.T. as Factors in I.T. Career Choice
The purpose of this 30-month multi-method, multi-disciplinary study is to investigate the interrelationships among gender, digital media technology usage and perceptions, self-efficacy, and career intentions. Digital media technology, which refers to personal information and communication technology (ICT), was chosen because its primary purpose is communication and media dissemination, it is highly used among youth, and it represents to the youth culture what is "cool". The following nine questions will be examined through a combination of individual interviews, naturalistic observation, focus groups, and surveys involving approximately 2500 middle school (6th - 8th grade) students attending Baltimore County and Howard County Maryland Public Schools:

1. Are there gender differences in how technology is defined?
2. Do gender differences exist in the level of usage of digital media technologies?
3. Are there gender differences in how digital media technology is used?
4. Are perceptions of digital media technology different for boys versus girls?
5. How does use of digital media technology influence perceptions of IT?
6. How do perceptions and use affect self-efficacy in IT career intentions?
7. How do perceptions, use, and self-efficacy influence decisions related to taking elective IT courses?
8. Are gender differences in IT career intentions mediated by digital media technology perceptions, usage, and self-efficacy?
9. Understanding the influence of these factors, what digital media or digital media technology would be effective in positively impacting these perceptions?

The project integrates and expands upon important theoretical and empirical work across multiple disciplines, including Lent et al.'s¹ social cognitive career theory (SCCT), which serves as a foundation for this project. SCCT builds upon Bandura's^2,3 social learning theory, and holds that career interests develop over time, and are, in part, determined by individuals' self-efficacy and outcome expectations. We expand SCCT by incorporating the potential mediating effects of digital media technology usage and perceptions as we suggest that they should impact self-efficacy and ultimately the relationship between gender, self-efficacy, and career outcomes. This research will provide a better understanding of these interrelationships.

The outcomes from this proposal include the following: (1) An understanding of the interplay between experience with and perceptions of digital media technology and students' self-efficacy in relationship to early IT career decisions via the application of SCCT to IT use; (2) A prototype survey tool to predict levels of interest in IT courses, programs, and, potentially, careers, based on current digital media technology use and perceptions; (3) The creation of guidelines for (a) behavioral interventions that can positively impact youths' perceptions, usage, and self-efficacy related to IT and (b) the design of a digital media technology that will encourage girls' self-efficacy in regard to its use and enhance their desire to consider careers in the IT field; and (4) The dissemination of all findings across multiple disciplines.

This study is led by a diverse research team:
Dr. Shelia Cotten, Sociology
Dr. Anita Komlodi, Information Science
Dr. Wayne Lutters, Information Science
Ms. Claudia Morrell, Center for Women & Information Technology
Dr. Asim Ozok, Industrial Engineering
Mr. Lee Boot, Imaging Research Center

References Cited
1. Lent, R.W., Brown, S.D. and Hackett, G. 1994. Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance [Monograph]. Journal of Vocational Behavior, 45, 79-122.
2. Bandaru, A. 1977. Self-efficacy: Toward Unifying Theory of Behavioral Change. Psychological Review, 84, 191-215.
3. Bandaru, A. 1977. Self-efficacy: The Exercise of Control. New York: Freeman.

This material is based upon work supported by the National Science Foundation under Grant No. HRD-0429084. Any opinions, findings and conclusions or recomendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF).