"GIRLS ARE UNDER-REPRESENTED when it comes to technology and education" (Shaw, 1999). Gender difference does not start from the society but from the family and extends to school and society. How to prevent the stereotype of the world causing the gender gap in cyberculture is an important task for all the technological instructors. 

Gender bias does not only happen in reality, but also the technological world.

Technologies should be equally accessible to male and female students. Yet, as girls enter adolescence, large numbers of them tend to lose interest in science, math, and computer science. Girls are narrowing the gender gap in science and math, but not in technology (Closing the Gender Gap: Gender Gaps Fact Sheet, 1997). Girls' test scores and course enrollments have risen in these areas, with the exception of computer science. In order to address this issue, the cause of the discrepancies between males and females in computer use must be established.

First of all, instructors and the educational system help to cause the gender gap in computer use. One argument states that the gender separation in the use of the Internet begins as far back as kindergarten. Boys gravitate toward computer games and mechanical toys. On the other hand, girls are more likely to play with dolls or be involved in more social games. Instructors may treat boys differently than girls causing differing expectations. 

The gender separation in the use of the Internet begins as far back as kindergarten. Boys tend toward computer games and mechanical toys. Girls are more likely to play with dolls or be involved in more social games.

In addition, girls in adolescence tend to experience weakening self perceptions (Miller, Chaika, & Groppe,1996). Many girls in adolescence go through changes which negatively affect self image and future choices. As a result, girls often refrain from asking questions and sharing answers. Poor self image also discourages some girls from taking part in higher track classes in math, science, and computer science.

Some experts believe the lack of strong female role models is another reason for the gender gap in technology use between males and females. Dr. Janese Swanson Ed.D suggests providing children the opportunity to see guest speakers from both genders in nontraditional careers (Swanson, 1999).

Common sense tells us that we find possibility or lack of possibility in what we experience. Girls who see and develop communication with other females who have careers in science and technology fields, will be more likely to have these high expectations for themselves. Just like boys, girls need mentors and role models to follow.

Technology instructors can actively encourage young girls' interest in computer science and make sure that girls and boys can have equal time using computer and technology equipment.

When library and school instutions are shopping for software, instructors can help to choose appropriate gender neutral software for students.

Yu-Chen Yeh, Graduate Student