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  • Item type:Publication,
    Illuminating the (in)visibility of female scholars: a gendered analysis of publishing rates within educational technology journals from 2004 to 2015 Open PDF 
    (2019)
    Scharber, C.
    ;
    Pazurek, A.
    ;
    Ouyang, F.
    This research study utilized bibliometric methods to analyze publication rates among female and male lead authors in six prominent, peer-reviewed journals in Educational Technology (ET) fields over the past 12 years. The aim of the inquiry was to determine if differences or trends exist in the number of articles published by each gender. Data analysis revealed notable differences in publication rates between genders, and key findings indicate that while women overall published less than half of the articles from all journals sampled, two journals with a focus on primary and secondary (P-12) educational contexts have consistently published more articles written by female lead authors than male authors. The findings of this study hold practical relevance in terms of addressing the (in)visibility of female scholars in ET fields and may be used to promote discussions and actions related to the intersections between gender, equity, and the culture of scholarly publishing. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
  • Item type:Publication,
    A Best Practice for Attracting Female Students to Enrol in ICT Studies
    (Acad Conferences Ltd, 2019)
    Canali, Claudia
    ;
    Addabbo, Tindara
    ;
    Moumtzi, Vasiliki
    ;
    Paoloni, P.
    ;
    Paoloni, M.
    The extremely low rates of females compared to men, enrolled at Computer Sciences (CS) and Information Systems Universities result not only in a massive loss of talent for companies and economies but also perpetuate gaps in gender inequality in the ICT field. To face this, Universities and Research Organizations are gradually taking initiatives to address such gender imbalance, trying to intervene and raise the awareness on a complex set of rooted cultural/societal gender stereotypes, including gender bias and linking ICT with masculinity that are permeating early school education, STEM teaching practices and parents' attitudes. This approach is based on several studies on the current students that highlight how female bachelor students in CS have lower levels of self-confidence compared to their male counterparts which can negatively impact on their plans to continue their studies. Towards this direction, the Horizon 2020 EQUAL-IST (Gender Equality Plans for Information Sciences and Technology Research Institutions) project supports six Universities across Europe (Italy, Lithuania, Germany, Ukraine, Finland, Portugal) to design and implement actions towards gender equality, with a specific focus on the ICT/IST area. The Universities have settled up several concrete initiatives to attract female students towards ICT studies. Specifically, this paper presents the best practice implemented at the University of Modena and Reggio Emilia, (UniMORE) the Summer Camp namely Ragazze Digitali (Digital Girls). The summer camp offers to female students of third and fourth grade of the high schools a first-hand experience based on a learn-by-doing approach to coding applied to creative and innovative fields, as well as inspiring female role models from the academia and the industry. For its scope, nature (free for the girls to participate) and duration (four entire weeks), the Summer Camp Ragazze Digitali represents a unique experience not only in Italy but also in Europe and, at the best of our knowledge, in the world. The paper describes the Summer Camp experience, highlighting the impacts of this experience on the female students, with particular attention to changed attitudes and plans for their future studies and careers.