Give Girls Some Space: Gender Equity in Collaborative Technology Activities.

This study examines a 3-month software design activity in which mixed teams of girls and boys designed and implemented multimedia resources. Mixed-gender teams of fifth and sixth graders used Logo MicroWorlds in their classroom to design multimedia encyclopedias about their astronomy unit for use by younger children. In this context, students' science and programming was assessed, as well as the status of girls in these mixed-gender teams--their status positions at the outset (as defined by their levels of access to programming and other technologies in use), the change most girls experienced in going from low-status to high-status designers, and the means by which these changes were accomplished. In examining this last factor, several support structures that emerged over the course of two projcts to address girls' needs are outlined. The paper concludes with a discussion of the implications of findings for developing and maintaining gender equity in educational technology use. (Author/AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** file :///D VNE CC/PRO CEED S/CHING/PRO CE ED .HTM Paper Session Give Girls Some Space: Gender Equity in Collaborative Technology Activities Cynthia Carter Ching University of CaliforniaLos Angeles Graduate School of Education & Information Studies 2331 Moore Hall, Mailbox 91521 Los Angeles, CA 90095-1521 310.794.9503 cchincaudaedu Sue Marshall University of CaliforniaLos Angeles Graduate School of Education & Information Studies 2331 Moore Hall, Mailbox 91521 0 Los Angeles, CA 90095-1521 310.371.8371 suemucla.edu Yasmin Kafai University of CaliforniaLos Angeles Graduate School of Education & Information Studies 2331 Moore Hall, Mailbox 91521 Los Angeles, CA 90095-1521 310.206.8150 kafaibseis.ucla.edu U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

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