Gendering the ICT curriculum: The paradox of choice

• Published in: Computers and education Vol. 53; no. 2; pp. 343 - 354
• Main Author: Abbiss, Jane
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.09.2009; Elsevier
• Subjects: Case Studies; Computer Attitudes; Country-specific developments; Course Selection (Students); Curriculum; Curriculum Development; Foreign Countries; Gender Differences; Gender studies; Information and communication technology; Information Technology; National Surveys; New Zealand; Secondary education; Secondary School Curriculum; Sex Stereotypes; Student Participation; New Zealand; Curriculum; Information and communication technology; Secondary education; Country-specific developments; Gender studies
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2009.02.011

This paper looks at the ICT (information and communication technology) curriculum in New Zealand secondary schools and gendered participation patterns in different specialist ICT subjects. New Zealand has a permissive ICT curriculum, comprising a variety of subjects and characterised by choice and variation in the curriculum in practice at the local level. The data that are reported include results of (i) a national questionnaire survey of secondary schools, and (ii) a qualitative case study conducted in a large, co-educational New Zealand secondary school and involving classroom observations and interviews with teachers and students. It is suggested that the permissiveness of the curriculum, which ostensibly caters for the needs of students by providing choices, may, in some circumstances, effectively reinforce gender stereotypes relating to computer interests and practices. This is a paradox of choice. Questions are raised about the nature of the ICT curriculum in New Zealand and how it may contribute to or challenge gender stereotypes, future curriculum developments and, more broadly, how we can account for persistent gendered participation patterns in ICT subjects in schools.