Factors Influencing Career Choice for Women in the Global Information Technology Workforce

Author(s):  
Eileen M. Trauth ◽  
Jeria L. Quesenberry ◽  
Haiyan Huang

The increased cultural diversity emanating from the globalization of the IT sector presents challenges for gender research in the IT field. In an effort to address these challenges, this chapter presents an analysis of cultural factors influencing the career choices of women in the IT workforce. A review of the literature on cultural factors suggests the need for both greater analysis of cultural influences on women in the IT workforce and more nuanced theorizing about gender and IT. Hence, the authors employ the individual differences theory of gender and IT as a theoretical lens for examining, in greater detail, the variation in ways that perceptions of women’s roles are embedded in a culture. The chapter then documents the influence of these perceptions on female IT career choices. Finally, the authors show how socio-cultural factors moderate these influences. The data employed in this chapter draws from a qualitative data set of interviews with 200 women from four separate studies of women in the IT workforces in Australia, Ireland, New Zealand and the United States. The themes that emerged from this analysis speak to the influence of cultural attitudes about maternity, childcare, parental care and working outside the home on a woman’s choice of an IT career. The authors also saw evidence that other socio-cultural factors add further variation to gendered cultural influences: gendered career norms, social class, economic opportunity, and gender stereotypes about aptitude. These results lend empirical support to the emergent individual differences theory of gender and IT that theorizes within-gender variation with respect to issues related to gender and IT. They also point to areas where educational and workplace interventions can be enacted to address the under representation of women in the IT field.

Author(s):  
Eileen A. Trauth ◽  
Jeria L. Quesenberry

Despite increases of women in the labor force, females are largely under-represented in the American IT workforce. Among the challenges that managers face in addressing the under representation of women in the IT workforce is the identification of an appropriate theory as a basis for understanding data about gender and IT in order to reverse the gender imbalance. Hence, the purpose of this chapter is to demonstrate the managerial implications of theory choice when addressing the under representation of women in the IT workforce. We provide an overview of the three main theoretical perspectives, the essentialist theory, the social construction theory, and the individual differences theory of gender and IT, which are used to understand and investigate the IT gender gap. We then make the argument that the essentialist and social construction theories do not provide the analytical robustness required to pay attention to more nuanced managerial recommendations. Finally, we demonstrate how the individual differences theory of gender and IT can significantly contribute to the reconfiguration of analytical knowledge of the IT gender gap and spur innovative management policies.


Author(s):  
Jeria L. Quesenberry

The historical gender stratification in technical disciplines has been an area of study for many years and researchers have concluded that women are alarmingly under-enrolled in post-secondary information technology (IT) education (e.g., Camp, 1997; Teague, 2002; von Hellens, Nielsen, Greenhill, & Pringle, 1997). One challenge facing the IT gender gap discourse is the application of theories that focus on a variety of levels of analysis (Korpela, Mursu, & Soriyan, 2001; Walsham, 2000). Recently, the Individual Differences Theory of Gender and IT has been proposed by Trauth (Trauth, 2002; Trauth, Huang, Morgan, Quesenberry, & Yeo, 2006; Trauth & Quesenberry, 2006, 2005; Trauth, Quesenberry, & Morgan, 2004) to explain the underrepresentation of women in the IT workforce at both the societal and individual levels of analysis. To date, the majority of the Individual Differences Theory of Gender and IT research has focused on improving our understanding of the underrepresentation of women in the IT workforce.1 Hence, in an attempt to build on the theoretical foundation, this article reports on a literature survey of the influences on American women’s retention in post-secondary IT education.


Author(s):  
Monica Adya ◽  
Kate M. Kaiser

Many western nations have experienced declining numbers of women in the information technology (IT) workforce (Trauth, Nielsen, & von Hellens, 2003). Between 1996 and 2002, women in the U.S. IT workforce declined from 41% to 34.9% (ITAA, 2003). This can hamper diversity and reduce the talent pool that can address needs of diverse end-users (Florida & Gates, 2002). Why do women choose IT careers or reject them? Multidisciplinary research on career genderization reveals gender imbalance (Trauth, Nielsen, & von Hellens, 2003). Career decisions against math, science, and technology (MST) are often made as early as age 11 without understanding long-term implications (AAUW, 2000). We examine influences on girls’ choice of IT careers, modeling social, structural, and personal variables that affect IT career choice. Using Ahuja’s (2002) classification of social and structural influences on women’s IT careers, Beise, Myers, VanBrackle, and Chevli-Saroq’s (2003) model of women’s career decisions, and individual differences suggested by Trauth (2002), we extend literature to children and adolescents’ career choices. Social influences bias internal and external gender perceptions and stereotyping, role models, peers, media, and family. Institutional support such as teachers and counselors, access to technology, and same-sex versus coeducational schools are structural influences. While both can influence career decisions, social factors have the most influence on children’s early perceptions. Both factors can introduce gender-stereotyping effects on career choices. Gender stereotyping explains how girls perceive their role in society based on subtle societal cues. It can limit opportunities for both sexes. We also examine personality traits and external influences that make children unique. Their individual differences draw them to activities and content areas such as problem solving and interaction with people. Finally, ethnic culture can exert an influence on social and structural variables. Figure 1 from Adya and Kaiser (2005) presents our career choice model that is discussed in the next section.


2011 ◽  
pp. 3176-3182
Author(s):  
J. L. Quesenberry

The historical gender stratification in technical disciplines has been an area of study for many years and researchers have concluded that women are alarmingly under-enrolled in post-secondary information technology (IT) education (e.g., Camp, 1997; Teague, 2002; von Hellens, Nielsen, Greenhill, & Pringle, 1997). One challenge facing the IT gender gap discourse is the application of theories that focus on a variety of levels of analysis (Korpela, Mursu, & Soriyan, 2001; Walsham, 2000). Recently, the Individual Differences Theory of Gender and IT has been proposed by Trauth (Trauth, 2002; Trauth, Huang, Morgan, Quesenberry, & Yeo, 2006; Trauth & Quesenberry, 2006, 2005; Trauth, Quesenberry, & Morgan, 2004) to explain the underrepresentation of women in the IT workforce at both the societal and individual levels of analysis. To date, the majority of the Individual Differences Theory of Gender and IT research has focused on improving our understanding of the underrepresentation of women in the IT workforce.1 Hence, in an attempt to build on the theoretical foundation, this article reports on a literature survey of the influences on American women’s retention in post-secondary IT education.


Crisis ◽  
2005 ◽  
Vol 26 (2) ◽  
pp. 73-77 ◽  
Author(s):  
Dinesh Bhugra

Abstract. Sati as an act of ritual suicide has been reported from the Indian subcontinent, especially among the Hindus, for several centuries. Although legally proscribed, these acts occur even now in modern India. The principle behind such acts has been put forward as the principle of good wife. There is little evidence to suggest that women who commit this act suffer from a formal mental illness. Cultural factors and gender role expectations play a significant role in the act and its consequences. Using recent examples, this paper illustrates the cultural factors, which may be seen as contributing to the act of suicide. Other factors embedded in the act also emphasize that not all suicides have underlying psychiatric disorders and clinicians must take social causation into account while preparing any prevention strategies.


1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1089-1090 ◽  
Author(s):  
F. Richard Ferraro

The present article describes a demonstration experiment used in a large introductory psychology class pertaining to mental imagery ability. The experiment is effective in providing a concrete instance of mental imagery as well as an effective discussion regarding individual differences and gender differences in imagery ability.


2017 ◽  
Author(s):  
Emily S Nichols ◽  
Marc F Joanisse

We investigated the extent to which second-language (L2) learning is influenced by the similarity of grammatical features in one’s first language (L1). We used event-related potentials to identify neural signatures of a novel grammatical rule - grammatical gender - in L1 English speakers. Of interest was whether individual differences in L2 proficiency and age of acquisition (AoA) influenced these effects. L2 and native speakers of French read French sentences that were grammatically correct, or contained either a grammatical gender or word order violation. Proficiency and AoA predicted Left Anterior Negativity amplitude, with structure violations driving the proficiency effect and gender violations driving the AoA effect. Proficiency, group, and AoA predicted P600 amplitude for gender violations but not structure violations. Different effects of grammatical gender and structure violations indicate that L2 speakers engage novel grammatical processes differently from L1 speakers and that this varies appreciably based on both AoA and proficiency.


Sign in / Sign up

Export Citation Format

Share Document