That’s the title of a short popular science piece I have in Nationen today discussing the “Nordic Gender Equality Paradox”: this often recognized “absurd” mismatch between the high degree of gender equality in the Nordic countries combined with a high degree of horizontal gender segregation in education and working life.
The low proportion of girls choosing ICT is not really a paradox, I claim here, but a result of how “those who should have cheered the girls on to fun, exciting and good paying jobs in ICT, failed them”. For more than two decades I’ve interviewed and talked with not only girls and women in ICT, but also a large number of teachers, parents, ICT companies and others who should have been first in line to encourage girls to engage in ICT contexts and education. Among these groups we have found a widespread distrust in the possibility of making girls interested in ICT. How could we expect girls to choose a career path that our culture does not expect girls to be interested in? The paradox is thus not girls not choosing ICT education, but this distrust and the absence of supporters cheering them on!
Read more (open access):
- Corneliussen, H. G., & Seddighi, G. (2019). “Må vi egentlig ha flere kvinner i IKT?” Diskursive forhandlinger om likestilling i IKT-arbeid. Tidsskrift for kjønnsforskning, 43(4), 273-287.
- Corneliussen, H. G., Seddighi, G., & Dralega, C. A. (2019). Women’s Experience of Role Models in IT: Landmark women, substitutes, and supporters. In Ø. Helgesen, E. Nesset, G. Mustafa, P. Rice, & R. Glavee-Geo (Eds.), Modeller: Fjordantologien 2019: Universitetsforlaget.
- Corneliussen, H. G., & Tveranger, F. (2018). Programming in Secondary Schools in Norway – a Wasted Opportunity for Inclusion Proceedings of Gender&IT’18, Heilbronn, Germany, May 2018 (Gender&IT’18) (172-182). New York, NY, USA: ACM.
- Corneliussen, H. G., & Prøitz, L. (2016). Kids Code in a rural village in Norway: could code clubs be a new arena for increasing girls’ digital interest and competence? Information, Communication & Society, 19(1 (Special Issue: Understanding Global Digital Cultures)). doi: https://doi.org/10.1080/1369118X.2015.1093529