The world is changing and will still change more, only at an ever-increasing pace. The events and innovations of the last few centuries have served as testaments to the validity of this fact. The influence that science, technology and more recently, ICT have had on the world’s dynamics cannot be overrated or over emphasized. ICT for example has become one of the strongest forces of the modern world, with applications in virtually every facet of human existence, from medicine to communications; transportation to entertainment; defense to artificial intelligence.
Unfortunately, statistics have shown that women’s participation in IT and technology in general is low and declining. Berryman (1983) used the ‘leaky pipeline’ metaphor to describe the attrition of women from science and technology in general. The leaky pipeline is used to describe the “continuous loss of women in science and technology as they climb the career ladder” (Muffit, 2014). It has also been noted that employment opportunities for women in technological and engineering fields have been very low especially in areas such as the computer industry (Hoffmann-Barthes, Nair, & Malpede).
This paper seeks primarily to evaluate the low participation of women in technology and ICT, and to identify the obstacles hindering higher participation, in a bid to proffering solutions that will eliminate or at least reduce the effect of the obstacles.
Table of Contents
1. Introduction
2. Women’s Participation in IT: a Global Perspective
3. Reasons for low participation of women in ICT and Technology
3.1 Education-based Barriers to Participation
3.2 Cultural Barriers
3.3 Attitudinal Barriers
3.4 Qualificatory
3.5 Situational Barriers
3.6 Institutional Barriers
3.7 Employment-related Barriers
4. The Way Forward
4.1 Gender Equality
4.2 Policy Making
4.3 Long Distance Education and ICT’s role
5. Conclusion
Objectives & Core Topics
This paper aims to evaluate the persistent underrepresentation of women in the fields of technology and Information and Communication Technology (ICT), identify the multifaceted barriers hindering their participation, and propose strategic solutions to overcome these obstacles.
- Global trends and statistics regarding women in IT education and employment.
- Categorization of systemic barriers including cultural, attitudinal, and institutional factors.
- The impact of socioeconomic status and the 'leaky pipeline' metaphor on female career paths.
- Strategic interventions such as policy-making and the utilization of distance education to promote gender equality.
Excerpt from the Book
Cultural Barriers
Culture has been identified to be one of the greatest barriers of women’s participation in ICT and technology at large. Studies have proven that common patterns exist in the role and perception of the status of women across societies, regardless of the different circumstances and peculiarities. In most societies, cultural and traditional norms have forced the woman to be perceived as subservient being (Evans, 1995). This status has unfortunately forced females around the world conform to traditional female career choices. Culture causes most females to make career choices based on gender stereotypes, and because ICT careers carry a “gender label”, very few women take ICT and technology seriously as a career option. (Castano & Webster, 2012)
Summary of Chapters
1. Introduction: This chapter introduces the growing significance of ICT in the modern world and highlights the problematic trend of low and declining female participation in these fields.
2. Women’s Participation in IT: a Global Perspective: This section provides statistical evidence from OECD countries and the US to illustrate the global absence of women in IT education and specialized careers.
3. Reasons for low participation of women in ICT and Technology: This chapter classifies barriers into education-based, cultural, attitudinal, qualificatory, situational, institutional, and employment-related factors.
4. The Way Forward: This chapter proposes potential solutions including gender equality initiatives, targeted policy-making, and the application of distance education to foster inclusion.
5. Conclusion: This chapter summarizes the necessity of identifying society-specific barriers to effectively address the gender gap and talent loss in the technology sector.
Keywords
Women, ICT, Technology, Gender Inequality, Leaky Pipeline, Education, Employment, Cultural Barriers, Policy Making, Distance Education, Career, Gender Pay Gap, Participation, STEM, Skills.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on identifying and analyzing the factors that contribute to the low and declining participation of women in Information and Communication Technology (ICT) fields worldwide.
What are the main thematic areas discussed?
The document covers global statistics on female participation, the classification of barriers (cultural, educational, institutional), and strategies for improvement, such as policy development and long-distance education.
What is the ultimate goal of this work?
The primary goal is to evaluate why women are underrepresented in technology and to suggest actionable solutions that could eliminate or reduce the effects of the identified barriers.
Which scientific methodology does the paper employ?
The paper utilizes a comprehensive review of scholarly works, literature, and existing theories, such as the 'leaky pipeline' metaphor and the five-category barrier framework by Evans (1995).
What topics are explored in the main body?
The main body treats the global perspective of women in IT, a detailed breakdown of socio-cultural and institutional barriers, and potential avenues for progress like policy changes and educational reforms.
What are the defining keywords of the study?
Key terms include Women, ICT, Gender Inequality, Leaky Pipeline, Cultural Barriers, and Policy Making, among others.
How does the 'leaky pipeline' concept explain the female attrition in technology?
The 'leaky pipeline' refers to the continuous loss of women from science and technology fields at different stages of their educational and professional development as they attempt to climb the career ladder.
What role does long-distance education play in empowering women?
Long-distance education provides extreme flexibility, which helps reduce barriers related to family commitments and domestic labor, facilitating easier entry or re-entry for women into technical courses.
Why does the author consider cultural barriers the "meeting point"?
Cultural barriers act as a meeting point because they influence both the educational choices of young women and their subsequent employment opportunities by reinforcing traditional gender stereotypes.
- Arbeit zitieren
- Paul Onwurah (Autor:in), Hyellamanda Musa (Autor:in), Tombari Biranen (Autor:in), Chidinma Orji (Autor:in), Donmike Uwagwu (Autor:in), Abdul-Samad Mohammed (Autor:in), 2014, Women’s participation in IT and technology. Reasons and solutions for the low participation, München, GRIN Verlag, https://www.hausarbeiten.de/document/271673
