The development of gender differences in information and communication technology (ICT) literacy in middle adolescence

Timo Gnambs

doi:10.1016/j.chb.2020.106533

Abstract

Information and communication technology (ICT) literacy represents an essential skill for adolescents to efficiently participate in a modern society. Previous research reported conflicting findings regarding gender differences in ICT literacy. Therefore, the aim of the present study was the exploration of cross-sectional and longitudinal gender effects on ICT literacy across a period of three years among a sample of German 15-year-olds (N = 13,943). The results showed that ICT literacy increased across the study period. Although gender differences in ICT literacy were negligible at age 15, small differences in favor of boys emerged at age 18. In contrast, gender differences in ICT confidence favored boys at age 15 but did not change subsequently. Hypotheses with regard to moderating effects of gender role orientations were not supported. Overall, the study found only small differences in ICT literacy between boys and girls. The small size of the observed effect does not warrant alarming conclusions regarding increasing disadvantages in ICT literacy for girls.

Highlights

The rapid emergence of modern information and communication technologies (ICT) has substantially changed the type of skills that are needed to successfully participate, communicate, and work in a modern society
Prevalent theory and research suggests that firmly held believes and cultural stereotypes might contribute to gender differences in technology usage and computer skills (Cheryan et al, 2013; Master et al, 2016)
These studies demonstrate that gender differences in self-beliefs in ICT literacy still exist, they might have reduced in recent years

Summary

Introduction

The rapid emergence of modern information and communication technologies (ICT) has substantially changed the type of skills that are needed to successfully participate, communicate, and work in a modern society. In many countries national strategies have been developed to foster digital competences in school and the workplace. Despite this global aim, many studies found substantial interindividual differences in ICT literacy among adolescents (e.g., Christoph et al, 2015; Ihme & Senkbeil, 2017; Siddiq & Scherer, 2019). Some research suggested that these differences might have reduced or even reversed in recent years (Eickelmann et al, 2019; Hatlevik & Christophersen, 2013; van Deursen & van Diepen, 2013), it is still un clear how gender differences in ICT literacy develop. It was hypothesized that individual gender role orientations of the re spondents might moderate the emergence of gender differences in ICT, leading to larger gender differences for students emphasizing more traditional gender roles

Information and communication technology literacy

Gender differences in ICT literacy

The role of gender stereotypes

Evidence for gender differences in ICT literacy

Empirical evidence for gender differences in ICT confidence

Gender role orientations and ICT literacy

The present study

Sample and procedure

Ethics statement

Instruments

Data analyses

Open practices