Critical Intersections of Gender and Digital Technology in Education
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
Multiple theoretical frameworks have been developed to explain the interactions of gender and digital technology in schooling, namely science and technology studies (STS) and education, technofeminism and education, post-humanism and education, and liberal rights framings of gender and technology. These frameworks offer a key backdrop to the sites of several educational policy and pedagogical conflicts that have recently arisen around gender, technology, and education.
Conflicts at the intersection of gender, technology, and education include digital technology as a pathway for gendered harassment in school; digital technology as a pathway for gendered resistance and activism in school; gender, technology, and the STEM pipeline; and digital technology as gender making in schools. As theorists, practitioners, and policy makers wrestle with the ways that digital technology and gender shape our interactions in schools, key questions arise: How does the use of digital technology in the classroom contribute to and ameliorate the lack of women in STEM fields? How does the use of digital technology in schools provide avenues for students to sexually harass (or gender harass) other students? How might schools and various digital pedagogies allow students to organize and practice activism and resistance to gendered and sexual harassment? How do online worlds, and the use of online spaces in our schools, allow for the making and questioning of gender identity?