The Socialization of Females With Regard To A Technology-Related Career: Recommendations for Change

Lola B. Smith, Ph.D.
Fredericksburg, Virginia

Overview

Within the past few decades, after a hard fought agenda for women's rights, females have begun to make strides toward greater economic equity. Meanwhile, technology has become an increasingly important part of the modern economy, moving indispensably into the realms of science, business, and government, as well as the home itself. This greater use of technology implies that if women are going to continue moving toward increased economic strength, they will have to incorporate the use of technological skills as part of their power base (Brzowsky, 1998; Pazy, 1994; Spender, 1995; U.S. Bureau of Labor Statistics, 1997).

Yet, at a time when high-tech job opportunities are expanding, the literature indicates that many women are still socialized away from technology careers (Goodnow, 1998; Maney, 1996; NCES, 1992; Sadker & Sadker, 1994; Urschel, 1996). Many females do not see the computer culture as people-friendly, let al.one female-friendly, and thus cannot see themselves flourishing in such an environment (Sanders, Koch & Urso, 1997). Only 16 percent of scientists, six percent of engineers and four percent of computer scientists in the United States are women (Poole, 1998). Furthermore, females hold less than 15 percent of professional jobs that require a college degree in mathematics, science, and/or technology (Goff, 1997; Hutchinson & Kung, 1994; McLean, 1996; U.S. Bureau of Labor Statistics, 1995).

On the other hand, it should be noted that since this study was originally conceived late in 1997, tremendous changes have occurred within the technology field. Many of these changes, such as an increase in the number of video games that include girls' play preferences, and the growing use of the Internet by many girls and women, have already begun to make mathematical, scientific, and technological (MST) climates more female friendly. Such changes promise continued progress for women in MST fields. However, since the number of women in high-tech fields continues to be relatively few, it is my contention, as well as that of many academic researchers and the popular press, that much work remains (Brzowsky, 1998; Davis, 1999; Goodnow, 1998; Lewin, 1998; Poole, 1998).

Therefore, the purpose of this research was to investigate experiences of women who have taken technological career paths, and who have also excelled in these fields, so as to identify factors that might have contributed to their excellence. It is hoped that a study of these women's lives will better inform practicing and preservice educators so that future generations of females might see all careers as open to them (Binns & Branch, 1995; Gay, 1995; Goodnow, 1998). It is hoped that such data may provide insight into teaching and learning methods that will help maintain and/or foster girls and women's interest in MST courses.

Methodology

The problem of gender-based differences in technology-related fields is a multidimensional problem with no one event operating in isolation. Such a complex issue called for process-oriented research which consisted of a qualitative, contextual, and developmental case study design (Merriam, 1988). Given the goals and purposes of this study, the overarching question that guided the research focused on asking, "What external and/or internal factors influenced, supported, and/or encouraged these women to become competent at a very high level in nontraditional, technologically related professions?" Sub-questions, which helped frame the semi-structured face-to-face Interview Protocol, were created to explore the participants' experiences within various spheres of their individual lives, such as academic, personal, and educational environments. The goal was to encourage participants' stories to emerge in natural descriptive narratives as they spoke of family life, experiences growing up, earliest recollections of MST encounters, and current concerns and interests in their MST professional environments. This case study approach allowed the researcher (myself, hereafter referred to in the first person) greater insight into the rich collection of abilities, attitudes, perceptions, and relationships these excelling women had/have with technology, and facilitated a holistic view of gender socialization factors that encourage and/or discourage women from participating in technological professions. The choice of a career path as the unit of analysis allowed for cross case study of women within various technology-related professions, at various stages within these careers (Huberman, 1993).

Purposeful sampling was used. "Purposeful sampling is based on the assumption that one wants to discover, understand, and gain insight; therefore one needs to select a sample from which one can learn the most" (Merriam, 1988, p. 48). As such, the 12 participants selected for this study were females who have excelled in technological environments. For purposes of this study, there were two categories of women, "guides" and "pathtakers." Guide participants were comprised of 4 college level teachers in computer science, instructional technology, and/or related technological fields that have attained a minimum rank of assistant professor; and 2 women in high-tech industries that have achieved managerial and/or artistic status within their company to the extent they affect the companies' economic competitiveness. Pathtakers included 6 graduate students within computer science, instructional technology, and/or related technological fields. The research settings included the respective places of business, research labs, and classrooms in which the participants work and/or study.

In-depth interviews were conducted and audiotaped. Observations and document analyses were also used. Field notes were taken to provide a detailed account of activities related to observations and interviews. A journal was employed to chronicle my thinking, feelings, experiences, and perceptions throughout the research process. Subsequently, sub-questions and the overarching question were answered by interweaving data, via a constant comparative method, that emerged from a variety of contexts within the participants' stories (Glaser & Strauss, 1967). Each particpant was given a pseudonym. In the remaining portions of this paper, I will: (1) address sub-questions and the overarching question; (2) suggest recommendations for further improvement of gender equity within MST educational and work environments; and (3) suggest MST gender equity related issues that need further research.