Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings.

Cheryl Brown and Laura Czerniewicz
University of Cape Town

Abstract
This paper examines findings from two surveys of 10110 university students conducted in South Africa in 2004 and 2007. We report on the differences between male and females students access to and use of ICTs for learning. In particular we note that whilst equal opportunities do largely exist for both genders, there are subtle differences in terms of female students practical access and sense of personal agency. Findings about use are complicated with male students using ICTs more frequently particularly in the sciences disciplines and for activities such as information seeking and communication (in contrast to research elsewhere). In order to try and better understand our findings we explore four different theoretical perspectives namely; Bourdieu’s notion of habitus; Feminist Standpoint Theory; Critical Information Systems Theory; and Expectations States Theory. We then suggest using Bourdieu’s notion of habitus as we believe it offers us the most flexibility whilst enabling a gender focus to be maintained,.

Introduction
Research findings about gender differences and ICT access and use are complex and contradictory. While only a decade ago researchers were united about gender difference with regards to ICT access and use, recent discussions about gender divides are less emphatic, but more varied. Although more studies are now reporting no gap between men and women with regards to ICT use in education (Rice and Katz 2003; Pejout 2004; Wasserman and Richmond-Abbott 2005), others are noting that differences continue to exist, but more subtly than was previously the case (Gunn 2003; Enoch and Soker 2006).

Our challenge is therefore to make sense of the more complex findings which have