In this chapter, we discussed gender and IT, and provided evidence from research studies to show how IT sector is gendered. To understand these gender differences are also important to make managers and co-workers realize that “the same mode of communication may be perceived differently by the sexes” (Gefen&Straub, 1997, p.398). We also identified essentialist and social constructivist approaches to understanding the role of gender in the sector, and contend that social construction of gender presents a more conducive method for understanding gender and IT as dynamically constructed and changing over time and place. Reflecting on the multidimensional nature of the way IT is gendered, we offer a number of strategies to improve the position of women who are marginalized and excluded from positions of power and influence, and demarcated in terms of access to certain fields and aspects of IT sector below.
Faulkner and Lie (2007) state that, some interventions are needed to deal with gender gaps in digital inclusion. Although there are some efforts to attract and keep women and minorities in computing and IT area, their retention and advancement continues to be a significant challenge (Ahuja, 2002). As a result, companies reassess practices that may lead to turnover, including those related to balancing family and work life (ibid.).
In their study Faulkner and Lie (2007) present the main findings of a European Project titled ‘Strategies of Inclusion: Gender and the Information Society (SIGIS)’. This project, including case studies of different types of inclusion strategies from Ireland, Scotland, The Netherlands, Italy and Norway, aims to explore initiatives to include women in ICTs. The SIGIS case studies indicate that there is not a unique and one-size — fits-all strategy to improve gender inclusion in the information society. And as there are different technologies, technology users, and different social groups and settings, multiple and variable strategies are required.
Various cultures and countries provide examples of how IT integration can be effectively accomplished (Mujtaba, 2007). There is a serious lack of policies and programmes in most countries with respect to gender and ICT. In the UK, there are government efforts to get more women into ICT, but gender is virtually absent from some discourses about the digital divide and in Norway public policies are frequently scrutinized to assess whether they help to promote gender equality (Faulkner&Lie, 2007).
Also advertisements sometimes can reinforce the gender stereotyping and stereotypical vision of computers as a male domain. To put the male characters into the authority roles especially businessmen who uses technology and computers, and gains more power, and to put the women into the roles of beautiful and friendly who don’t suggest achievement and always placed in the background are examples for that. As a suggestion, these advertisements can place both men and women working together and using technology productively, not to foster gender stereotyping (Knupfer, 1998).
Social identity of designers and desing practices in ICT should also be taken into account because of some design practices can prioritize male users. So involving more women in ICT design process or at least equally presenting with men will contribute to the equality in ICT sector (Oudshoorn et al., 2004).
Hermawati and Luhulima (2000, p. 99-100) listed some suggestions to enhance women participation in Science, Engineering and Technology (SET) field in their study which is conducted in the context of Indonesia: “(a) There should be a strong policy and action to enhance women’s participation in SET education, R&D and production activities and other SET careers, (b) SET application can be beneficial to disadvantaged women if the technologies to be introduced are related to the specific practical needs of women and the community at large… (c) A gender perspective should be socialized and integrated in the policy — and decision-making process in SET development and SET application for development. (d) More research and studies should be conducted on the sociocultural factors as well as practical and strategic needs of disadvantaged women in rural and urban areas. The results of this study should be used by policy — and decisionmakers in SET development and application for sustainable development. (e) Study of the role of women in SET activities should be expanded, by encouraging and developing gender-sensitive statistical data base and indicators, in the public and private sectors, including the industrial sector and educational institutions. (f) There has to be an explicit commitment to ensure that women have equal opportunities to participate in SET programs. Related to SET activities, the government has to support women’s micro enterprise activities through facilitating funding and environmentally — sound technology or other relevant SET innovations. Policies concerning women’s access to information and communication should support a national gender and SET policy. (g) Continuous monitoring and evaluation of SET projects and programs based on gender impact assessment are necessary.”
Also training is the most popular mechanism used to smooth the transition to new technology and represents the key method for successful knowledge transfer to users, and diffusion of new technologies in the workplace (Venkatesh&Morris, 2000). To have an equal training opportunity for both genders is an important requirement for the workplace.
Loyd and Gressard (1984) list computer anxiety, self-confidence, and pleasure and interest in working with computers as aspects of attitudes toward computers. Some scholars (Durndell et al., 1995; Comber et al., 1997) draw attention to the importance of experience because of the research findings showing when experience is taken into account, the differences between girls and boys related to these aspects (except self-confidence) becomes smaller (Volman&Eck, 2001). Hattie and Fitzgerald (1987) note that, computer performance is related to the computer experience, and students who generally work with computers perform better than students with less experience, and boys generally spend more time in computing activities than girls (Volman&Eck, 2001). Experience is in relation with the access to technology. People who access to technology will spend more time with it, and show more positive attitudes towards it. So it can be said that significant gender differences can exist in regard to equality of access and performance outcomes (Spotts et al., 1997).
According to Faulkner and Lie (2007), access to digital economy is constrained by economic class of individuals. Lower income groups are digitally excluded. The authors argue that simply widening access to ICT does not result in improved access. Development of ICT skills and knowledge is also important for enabling access. Similarly, it is very important to bring the technology to ‘where people are’ and as some authors argue, “equal access to the Internet is the way to a better world” (Faulkner&Lie, 2007).
As a last sentence, it is believed that there should be more women in IT sector, because women can contribute to the field with their different approaches to work. It is also should be thought as a gender equality issue and an ethical problem. Being a sector which ensures just gender equality is a crucial factor. Giving equal opportunities to every member of society is a requirement of a good ethical effort naturally. So each nation should proactively define educational policies that embrace female population in IT (Mujtaba, 2007).