Abstract
The image of a stereotypical computing student is still 'geeky' (Selby, Ryba and Young, 1997; Margolis, Fisher and Miller, 1999) or 'nerdy, unwashed and working incredibly long hours, pausing occasionally to drink coke and order a pizza' (Brook, Mann and Virtue, 2000). This might be the reason that only 20 per cent of undergraduate IT students are female (Brook et ah, 2000). Indeed over the years there have been many attempts to be proactive and promote women in IT, both by institutes and individuals.DOI:10.1080/0968776010090202
Highlights
The image of a stereotypical computing student is still 'geeky' (Selby, Ryba and Young, 1997; Margolis, Fisher and Miller, 1999) or 'nerdy, unwashed and working incredibly longMae McSporran and Stuart Young Does gender matter in online learning?hours, pausing occasionally to drink coke and order a pizza' (Brook, Mann and Virtue, 2000)
Spender feels that the computer classroom is so threatening and abusive to women that she compares it to the playing field, whilst admitting like Griffiths (1985) that the research on girls focuses on 'issues of tension and exclusion' and presents a deficit model (Spender, 1995:233)
This discrepancy could result from students from other degree programmes studying our course, people working on full-time study of Internet and Web Design (IWD) as a Certificate of Proficiency (COP), or just that it is more popular with women within the degree than, for example, programming or network courses
Summary
Hours, pausing occasionally to drink coke and order a pizza' (Brook, Mann and Virtue, 2000). This might be the reason that only 20 per cent of undergraduate IT students are female (Brook et ah, 2000). Many researchers have reported that women are disadvantaged in the computing classroom. Spender feels that the computer classroom is so threatening and abusive to women that she compares it to the playing field, whilst admitting like Griffiths (1985) that the research on girls focuses on 'issues of tension and exclusion' and presents a deficit model (Spender, 1995:233)
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