Gender and Computers: Understanding the Digital Divide. Joel Cooper & Kimberlee Weaver. Mahwah, NJ: Lawrence Erlbaum Associates. 2003. 168 pp. ISBN: 0-8058-4427-9. $19.95 (paper). ISBN: 0-8058-4426-0. $45.00 (hardcover). As part of a psychology experiment, students played the Zork adventure game on a computer. When they played the game in private, females did a lot better than males, but when there was another person in the room, males performed far better than females. The mere presence of another person degraded female performance even though the other person was on the other side of the room working on something completely different. In their book, social psychologists Joel Cooper and Kimberlee Weaver use the concept of to explain this impact of the presence of another person upon computer game performance. They argue that females experienced great anxiety because they believed the stereotype that females tend to fail at computer tasks. They did not consider any alternative explanations-for example, that females might have been bored with the game and became easily distracted by the mere presence of other person. Gender and Computers consists of a series of little studies like the Zork experiment to make the case that there is a deep digital divide based upon gender. Additionally, the little book (168 pages) claims that the gender gap is maintained primarily by computer anxiety, social facilitation, stereotyping, and gender-based performance expectations. The interplay between gender and information technology has drawn the attention of both academics (cf. Andersen, Landmark, Harris, & Magnan, 1994) and practitioners (cf. Furger, 1998) for several decades. A contribution to the literature from psychology is welcome, because to date, this topic is dominated by feminists, computer scientists, sociologists, and educational researchers. Regrettably, Gender and Computers does not live up to its broad title, but instead ignores most of the literature and considers only a narrow range of social processes that maintain gender differences in relation to technology. A preponderance of the studies discussed by Cooper and Weaver deal only with gender in computer games, but most computer work does not include the competitiveness of games. Most recreational use of computers now is on the Internet, where gender has a very different role (Kennedy, Wellman, and Klement, 2003). Further, Bird and Jorgenson (2003) found that among working-class families, men were more resistant than women to both recreational and work-related uses of the Internet. Cooper and Weaver's model of computers in education is that of games and drills, but the field of educational technology has progressed in new directions. Games and drills were big in education 25 years ago, but now the predominant technology interest is in software, to assist students with projects and complex thinking (Jonassen, 2000). …