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| Titel: |
Conditions for success? Gender in technology-intensive courses in British Columbia secondary schools |
| Auteur: |
Bryson, Mary Petrina, Stephen Braundy, Marcia de Castell, Suzanne |
| Verschenen in: |
Canadian journal of science, mathematics and technology education |
| Paginering: | Jaargang 3 (2003) nr. 2 pagina's 185-193 |
| Jaar: |
2003-04 |
| Inhoud: |
Gender inequities in technology are systemic in Canadian schools and workplaces (Status of Women Canada, 1997). Several recent analyses of British Columbia (BC) students' participation in technology-intensive areas of the public school curriculum have documented a range of these inequities (Braundy, O'Riley, Petrina, Dalley, & Paxton, 2000; Bryson & de Castell, 1998; Schaefer, 2000). In the BC Ministry of Education's (BC MOE) most recent technology policy report, Conditions for Success (1999), gender inequities are treated as symptoms of poor access, rather than as a systemic part of the school conditions themselves. Because the report's authors misapprehended the extent of inequities, BC MOE's Technology Advisory Committee recommended a distribution and integration of technologies to provide the new conditions for success in technology throughout BC's public schools. We argue that the inequities in the BC schools are systemic and cannot be understood without an adequate assessment of participation and performance data. We analyze provincial trends in gender-differentiated participation and performance of students in the technology-intensive courses of BC public secondary education, at a time in Canadian history when competence and confidence with a range of technologies are essential for full cultural participation. More financial resources are being directed to technology than to any other area in public school budgets. For the period 1998 to 2004, the BC government committed $ 123 million to establish a Provincial Learning Network to network BC's 1,700 public schools and improve access. Other provinces made similar commitments to information technology. Alberta, for example, invested $85 million for the same time period. Inasmuch as girls continue to be under-represented in technology courses, they have not benefited from the comparatively large financial investments in technology. Policy makers in Canadian public education require access to sex-disaggregated data, in order to create and implement equity-oriented strategies in technology. The research described here represents a step towards the development of an information-rich database for monitoring technology course enrolments in Canadian schools and has both policy and scholarly implications. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 8 van 25 gevonden artikelen
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