| Step One: Bridge the Technology Divide | | | | technology. Most men are excited by the |
| The reality is that overall women tend to have | | | | technology itself -- how fast it is, the number of |
| less experience with technology than their male | | | | gigabytes, the size of the engine. Most women |
| counterparts, whether we are talking about | | | | are engaged by how the technology will be used |
| computer technology or auto technology. | | | | -- how quickly the network will run, how much |
| Instructors who are successful in retaining female | | | | information can be stored, how far the vehicle |
| students recognize that they need to start with | | | | can go without refueling. These Mars and Venus |
| the basics during the beginning of the semester | | | | differences have implications for the class |
| so that the less experienced students get the | | | | curriculum: female students will better understand |
| basic building blocks needed to be successful (this | | | | technical concepts in the classroom when they |
| is helpful to male students missing those basics | | | | understand the context for them. Don't front load |
| too). So that might mean an introduction to tool | | | | your computer programming classes with writing |
| identification and use or the basics of navigating | | | | computer code with no context for this if you |
| the Internet. Instructors should also provide open | | | | want to retain most of your female students. For |
| lab time for students in need of additional | | | | more information on this subject including |
| hands-on experience. If possible, staff the lab with | | | | off-the-shelf curriculums for teaching contextual |
| a senior female student, women are often more | | | | technology read IWITTS's Making Math and |
| comfortable asking questions of other women in a | | | | Technology Courses User Friendly to Women and |
| male-dominated field. For some best practice case | | | | Minorities: An Annotated Bibliography (2). |
| study examples that illustrate these concepts look | | | | Step Four: The Math Factor |
| at the Cisco Gender Initiative's Best Practice Case | | | | Most technology courses require an understanding |
| Studies developed by the Institute for Women in | | | | of applied math. Many women and girls are fearful |
| Trades, Technology and Science (IWITTS) (1). | | | | of math and have had negative experiences in |
| Step Two: Collaborative Learning in the | | | | the math classroom. This phenomenon is so |
| Technology Classroom | | | | common that courses and curriculum on math |
| Many female students lack confidence in the | | | | anxiety for women are in place around the |
| classroom and this negatively impacts their | | | | country. The key to success in teaching most |
| learning ability. There are several reasons for this: | | | | females math is -- like technology -- contextual |
| first, overall, male students have more experience | | | | and group learning. Fortunately many off-the-shelf |
| with technology, especially hands-on labs; second, | | | | curriculums exist for teaching math contextually, |
| male students tend to boast of their | | | | see IWITTS's bibliography linked above. Many |
| accomplishments while females tend to think that | | | | technology courses at the two-year college level |
| they are doing poorly even when they are doing | | | | have math prerequisites that are unrelated to the |
| well; third, male students tend to dominate in | | | | technology coursework and omit the applied math |
| classroom discussions and lab activities. | | | | that will be needed. Technology courses should |
| Technology instructors can overcome these | | | | only require math that is relevant to their courses |
| factors by using collaborative group methods in | | | | and/or develop contextual math modules to add |
| the classroom designed to increase student | | | | to their curriculum. |
| learning, interaction and support of each other. | | | | Step Five: Connect the Women in Your Classes |
| Some examples of these group methods are: 1) | | | | with Other Women |
| grade students in teams as well as individually; 2) | | | | A female mentor or peer support network can |
| put female students in positions of leadership in | | | | help your students stay the course when they |
| the classroom; 3) assign students to teams or | | | | are feeling discouraged and can provide helpful tips |
| pairs rather than leaving it up to them to pick | | | | for succeeding in a predominantly male |
| their partners; 4) have female students work | | | | environment. There are many on-line and real-time |
| together in labs during the beginning of the | | | | associations for women in technology, connect |
| semester; 5) enlist the help of whiz kids with the | | | | your female students to them. See the Career |
| teaching of their fellow students, providing them | | | | Links on WomenTechWorld.org for a list of some |
| with a constructive outlet for their talents. | | | | of these networks. Also, WomenTechTalk on |
| Step Three: Contextual Learning | | | | WomenTechWorld.org -- a free listserv for |
| The recent adage that women are from Mars | | | | women in technology and students -- provides a |
| and men are from Venus is alive and well in the | | | | combination of support and expert career panels |
| technology classroom -- women and men have | | | | to it's over 200 members from across the U.S. |
| different learning styles when it comes to | | | | |