Skip to main content
Log in

Computers and Young Children in the Classroom: Strategies for Minimizing Gender Bias

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

REFERENCES

  • Becker, H. J. (1998). Running to catch a moving train: Schools and information technologies. Theory Into Practice, 37(1), 20–30.

    Google Scholar 

  • Biraimah, K. (1989, February). Inequalities in classroom computer software. Paper presented at the annual meeting of the Eastern Educational Research Association, Savannah, GA.

  • Bradshaw, J., Clegg, S., & Trayhurn, D. (1995). An investigation into gender bias in educational software used in English primary schools. Gender and Education, 7(2), 167–174.

    Google Scholar 

  • Bredekamp, S., & Rosegrant, T. (1994). Learning and teaching with technology. In J. L Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 53–61). Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • Buckleitner, W. (Ed.). (1998). Complete sourcebook on children's software (Vol. 7). Flemington, NJ: Children's Software Revue.

    Google Scholar 

  • Buckleitner, W. (Ed.). (1999). Children's Software Revue, 8(3), 4–5.

  • Calvert, S. (1999). Children's journeys through the information age (pp. 61–83). Boston, MA: McGraw-Hill.

    Google Scholar 

  • Chen, M. (1986). Gender and computers: The beneficial effects of experience on attitudes. Journal of Educational Computing Research, 2, 265–282.

    Google Scholar 

  • Clements, D. H. (1994). The uniqueness of the computer as a learning tool: Insights from research and practice. In J. L Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 31–50). Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • Damarin, S. K. (1998). Technology and multicultural education: The question of convergence. Theory Into Practice, 37(1), 11–19.

    Google Scholar 

  • Davidson, J. (1990). Children and computers together in the early childhood classroom. New York: Delmar.

    Google Scholar 

  • Durnell, A., Glissov, P., & Siann, G. (1995). Gender and computing: Persisting differences. Educational Researcher, 37, 219–227.

    Google Scholar 

  • Fagot, B. I., Leinbach, M. D., & O'Boyle, C. (1992). Gender labeling, gender stereotyping and parenting behaviors. Developmental Psychology, 28, 225–230.

    Google Scholar 

  • Hanor, J. H. (1998). Concepts and strategies learned from girls' interactions with computers. Theory Into Practice, 37(1), 64–71.

    Google Scholar 

  • Haugland, S. W. (1999, Summer). The newest software that meets the developmental needs of young children. Early Childhood Education Journal, 26, 245–254.

    Google Scholar 

  • Haugland, S. W., & Shade, D. D. (1994). Software evaluation for young children. In J. L Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 53–61). Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • Hodes, C. (1995). Gender representation in mathematics software. Research/Technical Report. (ERIC Document Reproduction Service No. ED380277)

  • Knupfer, N. N. (1998). Gender divisions across technology advertisements and the WWW: Implications for educational equity. Theory Into Practice, 37(1), 54–63.

    Google Scholar 

  • Koch, M. (1994). No girls allowed. Technos, 3(3), 14–19.

    Google Scholar 

  • Kramer, S. (1988). Sex role stereotyping: How it happens and how to avoid it. In A. Carelli (Ed.), Sex equity in education. Springfield, IL: Charles C Thomas.

    Google Scholar 

  • Loyd, B. H., & Gressard, C. (1984). The effects of sex, age and computer experiences on computer attitudes. AEDS Journal, 18(2), 67–76.

    Google Scholar 

  • Moursund, D. (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Santa Monica, CA: Milken Family Foundation.

    Google Scholar 

  • National Association for the Education of Young Children. (1996). NAEYC position statement: Technology and young children: Ages three through eight. Washington, DC: Author.

    Google Scholar 

  • Nelson, C., & Watson, A. (1991). The computer gender gap: Chil-dren's attitudes, performance and socialization. Journal of Educational Technology Systems, 19, 345–353.

    Google Scholar 

  • Pitcher, E. G., & Schultz, L. H. (1983). Boys and girls at play: The development of sex roles. New York: Praeger.

    Google Scholar 

  • Pryor (1993). He, she and I.T.: Groupwork in a gendered-sensitive area. (ERIC Document Reproduction Service No. ED 369 486)

  • Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.

    Google Scholar 

  • Schofield, J. (1995). Computers and classroom culture. Boston, MA: Cambridge University Press.

    Google Scholar 

  • Shade, D. D., & Davis, B. C. (1997). The role of computer technology in early childhood education. In J. P. Isenberg & M. R. Jalongo (Eds.), Major trends and issues in early childhood education: Challenges, controversies, and insights (pp. 90–103). New York: Teachers College Press.

    Google Scholar 

  • Shashaani, L. (1994). Gender differences in computer experiences and its influence on computer attitudes. Journal of Educational Computing Research, 11, 347–367.

    Google Scholar 

  • Sutton, R. E. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research, 61, 475–503.

    Google Scholar 

  • Thouvenelle, S., Borunda, M., & McDowell, C. (1994). Replicating inequities: Are we doing it again? In J. L Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 53–61). Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • Watt, D. (1984, September). Bridging the gender gap. Popular Computting, pp. 54–56.

  • Weinraub, M., Clemens, L. P., Sockloff, A., Ethridge, T., Gracely, E., & Myers, B. (1984). The development of sex role stereotypes in the third year: Relationships to gender labeling, gender identity, sex-typed preference and family characteristics. Child Development, 55, 1493–1503.

    Google Scholar 

  • Wellesley College Center for Research on Women. (1992). How schools shortchange Girls: The AAUW report. Washington, DC: American Association of University Women Educational Foundation.

    Google Scholar 

  • Winans, D. (1996). Techno hype or help. The Newspaper for Members of the National Education Association, 15(4), 14–19.

    Google Scholar 

  • Wright, J. L., & Shade, D. D. (1994). Young children: Active learners in a technological age. Washington, DC: NAEYC.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

McNair, S., Kirova-Petrova, A. & Bhargava, A. Computers and Young Children in the Classroom: Strategies for Minimizing Gender Bias. Early Childhood Education Journal 29, 51–55 (2001). https://doi.org/10.1023/A:1011360923646

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1011360923646

Keywords

Navigation