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Overview
How do we engage girls with technology and why is this important? Lesley Farmer examines how girls currently view and use technology, noting how uninformed they are as to technology's impact upon their futures. This dynamic book provides a framework that teachers, parents, and youth workers can use in motivating girls to both use and think about technology. Farmer shows us how to inspire teen girls with confidence and, in so doing, increase their interest in technology-based careers. Drawing upon the work of psychologists, sociologists, technologists, educators, and governmental agencies, the book highlights school- and community-based interventions that have successfully encouraged technology use among teenage girls.
Synopsis
How do we engage girls with technology and why is this important? Lesley Farmer examines how girls currently view and use technology, noting how uninformed they are as to technology's impact upon their futures. This dynamic book provides a framework that teachers, parents, and youth workers can use in motivating girls to both use and think about technology. Farmer shows us how to inspire teen girls with confidence and, in so doing, increase their interest in technology-based careers. Drawing upon the work of psychologists, sociologists, technologists, educators, and governmental agencies, the book highlights school- and community-based interventions that have successfully encouraged technology use among teenage girls.
VOYA
Many adults assume that teen girls are advanced technology users. They see these teens on cell phones, texting, shopping on the Internet, doing homework online, IMing, and e-mailing. But consider the fact that only 15 percent of AP computer science test takers were female in 2005. Farmer makes a persuasive and important argument that teen girls need encouragement to feel empowered to pursue their interests in technology. She begins with a comprehensive overview of the current situation. Until girls reach middle school, the two genders are equally interested in technology. At that point, however, stereotypes assert themselves. Teachers, parents, and other adults may unintentionally reinforce these stereotypes, and as a result, girls with a serious interest in technology must push beyond their comfort zones to change perceptions. Few are strong enough to do so. Farmer uses knowledge of teen psychology and development and studies of how boys and girls differ in their technology interests to find solutions. Girls are especially interested in social and collaborative uses of technology. They need to receive constructive reinforcement, positive female role modeling, and encouragement of risk-taking in order to feel support for pursuing careers in technology. The book's final half describes activities that deliver these necessities. Farmer provides school, home, and collaborative community-based activities that encourage technology use, emphasizing service and social interaction. The text is carefully documented throughout and concludes with an extensive list of references. This book is for teachers, administrators, parents, community leaders, and librarians alike. Many suggested activitiesand solutions are likely to be implemented by librarians, and it will be helpful for all readers to understand the roles that library spaces and librarians can play in this effort. Reviewer: Angela Carstensen
Editorials
VOYA -
Many adults assume that teen girls are advanced technology users. They see these teens on cell phones, texting, shopping on the Internet, doing homework online, IMing, and e-mailing. But consider the fact that only 15 percent of AP computer science test takers were female in 2005. Farmer makes a persuasive and important argument that teen girls need encouragement to feel empowered to pursue their interests in technology. She begins with a comprehensive overview of the current situation. Until girls reach middle school, the two genders are equally interested in technology. At that point, however, stereotypes assert themselves. Teachers, parents, and other adults may unintentionally reinforce these stereotypes, and as a result, girls with a serious interest in technology must push beyond their comfort zones to change perceptions. Few are strong enough to do so. Farmer uses knowledge of teen psychology and development and studies of how boys and girls differ in their technology interests to find solutions. Girls are especially interested in social and collaborative uses of technology. They need to receive constructive reinforcement, positive female role modeling, and encouragement of risk-taking in order to feel support for pursuing careers in technology. The book's final half describes activities that deliver these necessities. Farmer provides school, home, and collaborative community-based activities that encourage technology use, emphasizing service and social interaction. The text is carefully documented throughout and concludes with an extensive list of references. This book is for teachers, administrators, parents, community leaders, and librarians alike. Many suggested activitiesand solutions are likely to be implemented by librarians, and it will be helpful for all readers to understand the roles that library spaces and librarians can play in this effort. Reviewer: Angela CarstensenSchool Library Journal
The first part of this book details the role that technology plays in girlsa€™ social and academic lives. Farmer also makes the case that those who dona€™t become involved with technology are a€œdisadvantaged in life, and society does not benefit from their full potential.a€ The second section of the book focuses on the research and the realities of technology and gender-related issues. The author makes her case that schools, communities, and families need to pay particular attention to why so many females are shying away from technology-heavy fields of study and careers. She states that it is a€œsocietal attitudes and pressures that send mixed messages to young women.a€ Finally, she provides technology-enhanced learning activities broken into in-school activities, community-based initiatives, and family-based activities. This section is the booka€™s real value. It contains many suggestions on how to get girls interested in using and possibly exploring a career in technology. While the research is thorough, it is presented without any illustrative material to highlight points of interest, making the text somewhat dense and dry. Strong emphasis on curriculum and school-related issues makes this most useful for schools, but larger libraries and systems will also want to consider it.-Renee McGrath, Nassau Library System, Uniondale, NY