Differences and Similarities Between
Girls' and Boys' Reactions to Computers in Schools

Moderator:
Linda Fischer, Research
Consultant

Panelists:
Betty Collis,
Department of Psychological
Foundations in Education,
University of Victoria

Judy Dobson, Math & Computing
Science Teacher, Red Deer Public
School District

Cathi Hill, Principal,
Marlene Batke, Resource Teacher,
and Brenda Bond, Resource
Teacher, Lord Robert School,
Winnipeg

Dwight Renneberg, Computer
Science Teacher, Saskatoon

The fact that women and men have different attitudes towards mathematics has been well documented. Research suggests that social conditioning may contribute highly to this situation. The presentation focused on possible intervention techniques, within educational settings, to prevent or minimize the association of a similar sex-related pattern with microtechnology.

Action:

• Early classroom exposure to computers, to reduce sex stereotyping.

• Family nights at schools, to demystify the computer.

• Computer literacy mandatory in teacher training.

• Teaching of programming through non-mathematical programs.

• Controlled and democratic access for all students.

• Development of well adapted programs, based on the integrated use of the computer in the classroom.

School Policy and Planning

Moderator:
Pat Masters, Affirmative Action
Coordinator, Carleton Board of Education

Panelists:
Linda Fischer, Consultant,
Toronto

Lorna Wiggans, Math Consultant,
Toronto Board of Education

Barbara Robertson, Sociolinguist

The session featured a viewing of the film, "Make it Happen," and a look at the reward patterns which have led women into dead-end career choices. Having been rewarded for kindness, femininity and generosity, women have tended to seek support jobs that require limited training. They have been convinced of the uselessness of such courses as mathematics in their future, and so have avoided them. The poor representation of women in mathematics is seen as a major factor in their ultimate exclusion from the technological field. While women are in a minority, technology is being used to promote traditional values and institutions. Society is receiving a facelift, but under the surface, socio- economic realities remain.

Action:

• All action must be geared primarily to attitude change. Teachers and counselors should upgrade their knowledge of existing educational programs and resources, and of the job market.

• Families and schools alike must unite to raise young girls' consciousness of such situations as math anxiety, submissive/passive behaviours, the rewards of professional success, and assertiveness and autonomy.