INSC 351: Race and Gender in Technology

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Our finding that immigrants are less likely than natives to use the Internet at any location is of particular interest because it implies that attempts to create universal access at libraries, community centers, and other locations have not succeeded in erasing all gaps in IT use. (Page 16)

Ono, H. & Zavodny, M. (2008). Immigrants, English Ability and the Digital Divide. Social Forces, 86(4), 1455-1479. http://ftp.iza.org/dp3124.pdf.

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"In the field of technology, women of color face barriers and obstacles related to both race and gender, a so-called “double-blind."

Scott, A. (2015, September 9). Data Shows Need to Focus on Women of Color. Retrieved from http://www.huffingtonpost.com/allison-scott/diversity-data-shows-need_b_5571685.html

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By 2015, it is estimated that 90% of formal employment across all sectors will require ICT skills. Professionals with computer science degrees can expect to earn salaries similar to doctors or lawyers – yet even in developed economies, women now account for fewer than 20% of ICT specialists.” (Paragraph 9)

United Nations Development Program. (2013). UN Broadband Commission releases first global report on ‘broadband and gender’: 200 million fewer women online [Press release]. Retrieved from http://www.undp.org/content/undp/en/home/presscenter/pressreleases/2013/09/21/un-broadband-commission-releases-first-global-report-on-broadband-and-gender-200-million-fewer-women-online.html.

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"In a society and world with vast differences in the amount of material goods to which individuals have access, where millions starve while others can have anything they want, any conception of justice must address the distribution of material goods."

Mossberger, K., Tolbert, C., Bowen, D., Jimenez, B. (2012). Unraveling different barriers to Internet use. Urban Affairs Review, 48(6), 771-810

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The students will need to see examples of how undermining the masculine hold on technology will require explicitly feminist perspectives such as those of Sharlene Hesse-Biber and Melissa Kesler-Gilbert, who have designed a classroom in which computers are used cooperatively in non-hierarchical ways for studying topics that are grounded in personal experience and deal with inequities, such as the gender gap in earnings or the impact of sexual harassment.” (Page 18)

Willinsky, J. (In press). Tempering the Masculinities of Technology. In N. Lesko (Ed.), Masculinities at school. Thousand Oaks, CA: Sage. Retrieved from http://pkp.sfu.ca/files/AERA,_New_York,_April_13,_1996_DRAFT.htm.

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Women- This video discusses ways to empower young women through the use of technology. Several panelists give their input.

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"The virtual stage sets in urban street games do not come with an accompanying socio-cultural backdrop."

Chan, D. (2005). Playing with race: The ethics of racialized representations in E-Games. International Review of Information Ethics, 4, 24-30.

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Women leaving tech- Tracey Lien discusses why women are leaving the technology industry. She has been in the workplace, so she has personal experience. 

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"Although I indicated “programming” as an interest in my SAT college profile, my guidance counselors steered me towards a more social career, suggesting I could only be successful helping others."

Mitchell, S. (2007, Spring). Access to Technology - Race, gender, class bias [Web log post]. Retrieved from http://sfonline.barnard.edu/blogs/mitchell_01.htm

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Asian-American: In this video Asian-Americans discuss that Asian stereotypes are wrong. They show that in their Youtube videos they provide a true representation on themselves.

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From the beginning of recorded time until 2003, we created 5 exabytes of data (one exabyte is a billion gigabytes). In 2012, five exabytes were being created every two days; in 2013, this amount of information was being created every ten minutes.” (Paragraph 9)

Albert, J.R.G. and Gasper, R.E. (2015, April 22). What do ICT stats say about the Philippines? Rappler. Retrieved from http://www.rappler.com/thought-leaders/90584-ict-statistics-philippines.

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Race & Representation- This video includes some of Youtube’s most popular creators. They discuss how different races are represented through youtube.

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…while ‘chests and biceps on male characters act as symbolic sexual characteristics, they are simultaneously able to represent power…large breasts only act as sexual markers

Carr, D. (2006). Games and Gender. In D. Carr, D. Buckingham, A. Burn, & G. Schott (Eds.), Computer Games: Text, Narrative and Play. (pp. 162-178). Cambridge: Polity Press.

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Discrimination Case- This video shows how women are not equally represented in gender roles. It shows how changes need to be made for this issue.

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Role definition underlies many of the reasons why women do not make ample use of technology

Antonio, A. A., & Tuffley, D. (2014). The Gender Digital Divide in Developing Countries. Future Internet, 6(4), 573-687.

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Media Representations- While it does not seem like it, men can also be depicted wrong in the media along with women. Stereotypes apply to all genders. 

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"New media appeals to us so powerfully partly because it satisfies our needs to post-industrial society to ‘construct [our] own custom lifestyle from a large (but not infinite) number of choices"

Nakamura, L. (2008). Cyberrace. PMLA: Publications Of The Modern Language Association Of America, 123(5), 1673-1682