10 Factors Limiting The Female Gender In Pursuing A Career In Information Technology

10 Factors Limiting The Female Gender In Pursuing A Career In Information Technology

While many seminars and communities are set up to address the issue around girls in tech, Albert Einstein once said - “If I had an hour to solve a problem I'd spend 55 minutes thinking about the problem and 5 minutes thinking about solutions.”

An important step in proferring a solution is understanding the problem and its uniqueness. Individuals are motivated differently, therefore identifying what best relates to you is a major stride in finding what works.

In this article, I have identified 10 issues surrounding the female gender as regards transitioning into tech. Understand which relates to you best, thereby creating a pathway to suit your uniqueness.

1. Lack of stereotypically masculine traits:

They must be aggressive or good at maths. The expectation that they will have strong analytical skills was derived from casual observations that women in IT appear to be better at breaking down the technologies into their various conceptual or theoretical components and then grasping the inter-relationships between those components.

2. Existential Feminism:

Existential feminism would argue that differences between males and females are not strictly due to biological differences, which would be an essentialist perspective but the value that society places on the perceived differences between males and females (Rosser, 2005). These perceived differences are the basis for why women are treated as the Other (Tong, 1989). Within the area of information technology, this perceived difference in capabilities is the primary reason why boys are socialized to embrace technology at an early age (Rosser, 1998). Meanwhile, girls are not expected or encouraged to participate in technology.

3. Lack of Role models and mentors:

The lack of female role models and mentors has been identified as a deterrent (restrain) to females choosing to pursue careers in Information Technology (ITAA, 2003). Without the presence of other female IT staff, women may feel that the lack of opportunity to collaborate and socialize with other female professionals would result in a lonely work environment. A report by the Bush, Henle, Cohen, Jenkins and Kossy (2002) presented that minority women were not inclined to consider careers in Information Technology since they were not seeing any other women of colour in the IT field. Without a visible opportunity to socialize with other women in IT, females may not feel that there will be opportunities to learn from women that have come before them.

4. Lack of Career guidance and Academic preparation:

Kekelis et al. (2005) found that many females were not aware of Information Technology career options. Without an awareness of the career opportunities available in Information Technology, there was no incentive for these females to even consider pursuing careers in Information Technology. In addition to this lack of information about careers, these females were unaware of the academic requirements needed to prepare for Information Technology careers. The ITAA (2003) found that lack of academic preparation has prevented many women from pursuing degrees in Information Technology.

5. Negative perceptions of IT:

The field of Information Technology suffers from a public relations problem. The negative stereotypes of the people that work in Information Technology and the work environment are ingrained (worked deep) in popular culture (ITAA, 2003). The image of the “Computer nerd” or “computer geek” may turn females away from pursuing careers in Information (Bush, et al., 2002; Kekelis, Ancheta, & Heber, 2005; Lopez, 2002). This negative perception is fuelled by characters in movies, sitcoms and children’s programming. Females were also put off by the perception that IT work requires long hours at the office (Bush, et al., 2002). The negative attitudes towards careers in Information Technology have been exacerbated (made worse) by the perception that the industry promotes a philosophy that is necessary to sacrifice your personal and family life in other to succeed (Von Hellens, Nielsen, & Trauth, 2001).

6. Lack of Career guidance from parents:

Parents can have a significant impact on the career choices of their children. While the influence of parents may be most significant during their early years; that parents' influence still persists during the independence-seeking teen years (Barker & Aspray, 2006). Unfortunately, Kekelis et al. (2005) discovered that most of the parents of the females in their study provided little to or no career guidance. By not providing early support for specific career interests, parents may unintentionally exclude some professions that require considerable advanced planning and training. Parents’ reluctance to support specific career choices may unknowingly hinder their daughters’ ability to stay on a technical or scientific education and career path.

7. Sex-Role stereotyping:

To some extent, the claim that information technology is a male-dominated field may be as much of a self-fulfilling prophesy as it is a descriptor of the field. Boys tend to socialize towards an affinity for technology, whereas girls have been directed to the use of technology (Bush, et al., 2002). New march et al. (2000) stated that “Parents were more likely to buy computers for boys than girls because they are more likely to believe that male children will have a future career in Information Technology. Additionally, fathers were more likely to engage their sons in activities that involved experimenting with computers than they with their daughters (Baker & Aspray, 2006). Gaming has also been identified as a factor that deters females from involvement in Information Technology (Baker & Aspray, 2006). Traditionally computer games have been designed and marketed for males. Competitiveness and violence have continued to be a mainstay in computer games since their inception. The stereotypical or socialized affinity boys have towards such characteristics has drawn males into gaming: while turning away females.

8. Media:

Media enhances gender stereotypes that emphasize the physical image. Although girls interpret such images as unrealistic, they conform due to social pressure (Milkie, 1999). The few women shown in computer magazines, textbooks and software are usually represented stereotypically (Na, 2001). The media does not depict women in positions of power or as active computer users. Analysis of television advertising reports males with central, authoritative roles have more credibility than women regarding product knowledge. Women are shown against the backdrop of children (Na, 2001). Trade journals and media may have changed for young adult women showing them in professional roles but young teens do not read these. Seventeen and Cosmo Girl, the two most popular teen magazines, have little content that portrays women in technology careers.

9. Home Technology:

Boys use home computers more frequently than girls and are most likely to own computers or be prominent users of shared computers (Harris, 1999). They use computers more than girls as a social activity (Durndell and Thomson, 1997). Boys demand more power and functionality from home computers (Habib and Cronford, 2002). Students with home computers have significantly more positive attitudes towards IT in college (Selwyn, 1998). Perceived usefulness and attitudes about computers are key determinants of IT usage intention and behaviours (Venkatesh and Davis, 2000). While increased technology access familiarizes children with computers, the nature of use may influence beliefs and attitudes about technology careers. Boys use the Internet for a wider range of activities such as games, shopping, and finding information while girls restrict Internet use largely for e-mail and access to educational resources (NCES, 2002).

10. Computer self-efficacy and Computer anxiety:

The under-representation of women in computer technology majors and careers has also been attributed to computer self-efficacy (CSE) and computer anxiety (CA). CSE has to do with an individual’s perception of his or her ability to accomplish a task using computers, whereas CA refers to the tendency of an individual to be uneasy, apprehensive, or fearful about the current or future use of computers. Previous studies have reported that female students tend to have higher computer anxiety than male students and are less positive about computer usage (Laosethakul and Leingpibul, 2010). In recent times, male and female students have been increasingly exposed to technology both at home and in the school environment. It is possible that increased exposure to technology in formal and informal environments as learning, social and leisure toolsets may change CSE and CA for women.