bluuebunny/crossref_metadata_2025 huggingface dataset:
Web Accessibility
Authors: Costagliola Gennaro , Di Martino Sergio , Ferrucci Filomena , Gravino Carmine
Published: May 2011

Accessibility means making resources usable by the largest number of people possible, or alternatively, allowing people with some kind of disability to effectively participate in day-to-day activities, including the use of services, goods, and information. The evolution of civil rights enhanced the physical world with several accessibility aids, such as ramps to remove architectural barriers for wheelchair users or bells near elevators for blind users. To address the size of the “disable world”, let us consider that only in the European Union there are about 37 million people with disabilities. Disabled people find in the Internet a major reference for their daily necessities to overcome their difficulties in moving and communicating. As institutional, economical, and social services provided through the Web become increasingly central to our lives, to avoid the risk for severe social exclusion, there is the need for “accessibility aids” for the Web. Informally, it means that Web-based content should be presented in a way that allows disabled users to maximally and equally benefit from the information, as well as have the faculty to fully interact with the site. People with physical, cognitive or even technological disabilities should be enabled to effectively read information, browse sites, compile forms, navigate links, download documents, and so on. This goal can be achieved by using a mix of hardware/software solutions, suited to provide specialized input and output capabilities. For example, text-to-speech systems read text on the screen, allowing blind users to navigate Web sites. However, to work effectively, such solutions require Web designers to use Internet technologies accordingly to some recommendations. Incidentally, the recommendations and principles that form the accessibility foundation are very similar to the factors affecting Web quality (Fitzpatrick, 2000; Top of the Web, 2003), and thus can provide benefits to every user of the Internet, whether disabled or not. As a result, accessibility should represent one of the most important references for Web developers. In this article, we provide an insight into the development of accessible Web sites. In particular, we will start by outlining the historical background about the accessibility issues. Then, we will focus on the design of Accessible Web sites inspired to the universal design principles (Follette, Mueller, & Mace, 1998) and World Wide Web Consortium’s (W3C) directives, and on the solutions to verify and validate accessibility. Finally, we will give an insight on future trends and challenges due to novel Internet technologies.
The Technology Conversation- How The World Should Work
Authors: Andriole Stephen J.
Published: May 2011

This is a monster chapter, with tons of stuff and just enough jargon to make you angry – even if you’re a technologist. The challenge here is to focus on the important issues and avoid as many of the relatively unimportant ones as we can. Like anyone developing an agenda, this conversation has something for everyone but hopefully not too much of any one thing for anyone. Here’s the list:
The Tough Conversation - It's Still (And Always) About People
Authors: Andriole Stephen J.
Published: May 2011

What do we have here? We’re going to the other side, to where civilized men and women seldom venture, to where the people who live and work among us are exposed. Here’s the agenda: • Who are you best people – defined in terms of intelligence, motivation and energy? • What are the areas – like obviously collaboration and technology integration – that you want them to know and learn about? • How do you keep nasty, stupid, arrogant, obnoxious people out of your company? • How do you nurture and keep the best of the best, the people with knowledge, intelligence, experience, personality and character? • How do you keep the culture clean? • How do you groom 21st century business technology leaders?
There's Just One More Thing
Authors: Andriole Stephen J.
Published: May 2011

We’ve been through a lot during just the past few years. Y2K, e-business frenzy, free capital, dot.bombs, corporate scandals, integration technology - and we’re still standing. Of course we are. Because all of these “major” events, “disruptive technologies,” and once-in-a-lifetime stories are anything but. Life goes on, as they say, in the trenches and in the clouds. It’s all about commitment. Business is not always complicated. We sometimes convert simplicity into complexity so we have something to do, into some problem that only we can solve. I guarantee you that if you change the way you think about business technology and practice sane management you will save money and become more competitive, more profitable. There is huge leverage here. Companies are wasting millions and in some cases billions of dollars a year because their business technology relationship is fractured. Here are the questions: • Do you think about business as heading toward collaboration? • Can you identify the technologies that enable collaboration – and the collaborative business models that pull technology? • Do you get the importance of technology integration? • Will you organize things differently? • Will you re-visit your business technology management best practices? • Will you be a little more careful about who you invite inside your company?
Investing in Online Privacy Policy for Small Business as Part of B2C Web Site Management
Authors: Erwin Geoff , Moncrieff Mike
Published: May 2011

“You have zero privacy anyway. Get over it.” These words by Scott McNeally, CEO of Sun Microsystems, represent one pole of opinion on the privacy protection spectrum in the global world of the World Wide Web and Internet. At the other end, some authors identify privacy as “… perhaps the most contentious and serious issue facing information and communication technology (ICT) managers …” Assessing these extreme opinions, how does a small business Web site operator determine a feasible and responsible course of action for handling personally identifiable information collected in the course of business? Theoretical and practical frameworks must reinforce privacy treatment. Mishandling of the privacy issue can disrupt both the reputation and success of an e-commerce or other Web site, threatening the return on investment for the business. This chapter explores the current developments in privacy legislation in South Africa and examines the practical issues faced by a business-to-consumer (B2C) small business Web site owner implementing an online privacy policy.
Behavioral Change
Authors: LeClair Craig
Published: May 2011

It is just not possible to deploy a new technology without affecting the behavior of the owners and users. Yet our product design, installation and sales approach do not fully address behavioral issues. This omission weakens the value and the business models of many emerging companies.
Creating Value Through Alliances
Authors: LeClair Craig
Published: May 2011

Many emerging company’s products do not bridge from the old way of doing things to the new. The customer may be forced to use the Web and frustrated beyond belief because no human being is available. Or they are sent e-mail with a document link but cut off unexpectedly from paper. We can learn from tollbooths. They use wireless technology to move cars to “fast lanes” that do not require humans to collect the tolls. But wisely, they have not cut over to fast lanes all at once. They know only a few drivers would be ready with the rest bewildered and angry.
Value Creation Using Offshore Resources
Authors: LeClair Craig
Published: May 2011

Offshore development is no longer a trend, but a fact of life for building enterprise software. Programmers and operations staffs from the developed countries are under siege. A recent report from Forester Research predicts that over the next 15 years, 3.3 million U.S. services industry jobs and $136 billion in wages will move offshore to countries like India, Russia, China, and the Philippines. The IT industry will lead the initial overseas exodus (Macarty, Dash, Liddell et al., 2002).
Company Valuation and Financing
Authors: LeClair Craig
Published: May 2011

There is been much written on the period between Netscape going public on August 9, 1995, and NASDAQ peaking at 5,048.62 on February 29, 2000. March 10 of that year, by the way, was the worst day to buy stocks in 70 years (Berenson, 2004). This was not a normal period and this chapter will not attempt to explain it.
Wireless Application Protocol (WAP)
Authors: Chen Lei-da , Skelton Gordon W.
Published: May 2011

In this chapter, you are introduced to the Wireless Application Protocol (WAP), which was designed to support the development of applications over cellular networks in order to provide communication and data services for a variety of users. In addition to the protocol we will go through the process of installing both the Nokia Mobile Internet Toolkit, 4.0, and the Openwave SDK 6.2.2. These toolkits are used through out the chapter of this book where WML, WMLScript, WMLScript Standard Libraries, and XHTML Basic are discussed.
WMLScriptStandard Libraries
Authors: Chen Lei-da , Skelton Gordon W.
Published: May 2011

In an effort to aid developers in the creation of WML and WMLScript applications a set of libraries, the WMLScript Standard Libraries, were developed. These libraries provide you with pretested, standardized functions aimed at easing the process of developing and testing WML-based applications. This chapter examines the primary functions in each of the different libraries. Elementary examples illustrate how the individual functions operate and how to call then from a WML document.
Prescriptions for IT in Government
Authors: Rocheleau Bruce
Published: May 2011

Information systems have become an important concern of generalist managers ingovernmental organizations and public managers need to learn how to manage IT. Forgeneralist and IT managers, the current situation creates both difficulties and possibili-ties. It is the best of times because IT has become recognized as the major vehicle forachieving innovation in public organizations. At the same time, the number and speedof new technologies in the IT area can make it difficult for even the most highly-skilledIT professional staff to keep up with innovations in the field. What is a generalist managerto do who needs to attempt to not only comprehend, but manage these IT innovations?The situation facing these administrators (and IT staff themselves) is the sense of beingon a “moving staircase” (Farbey, Land & Targett, 1999). The problem is that thesemanagers must find a method for making rational choices in a field that changes soquickly.
Object-Oriented Methods
Authors: Rahayu Johanna Wenny , Tanier David , Pardede Eric
Published: May 2011

We recall that an object-oriented model consists of two major aspects: the static and dynamic. The former covers the implementation of the data structure, which includes the object’s attributes and relationships, whereas the latter is concerned with the object’s operations, which is the implementation of object-oriented methods using SQL and PL/SQL. The static and dynamic parts of an object model actually form a nonseparated unit since accesses to the attributes of an object must be done through the available methods. This raises the concept of encapsulation.
Generic Methods
Authors: Rahayu Johanna Wenny , Tanier David , Pardede Eric
Published: May 2011

Generic methods are the methods used to access the attributes of an object. The concept behind the need for generic methods is encapsulation, in which attributes associated with an object can be accessed directly only by the methods within the object itself. Therefore, each time an attribute is created within an object, we will need generic methods to access the attribute. This is the main difference between the standard relational techniques for implementing operations vs. the object-oriented methods. In relational databases, users normally can directly access attributes of a table by running SQL statements to update, delete, or insert. This may generate problems when certain attributes within an object have some constraints applied to them, and therefore the ad hoc access may violate these constraints.
Retailer Case Study
Authors: Rahayu Johanna Wenny , Tanier David , Pardede Eric
Published: May 2011

In this chapter we will demonstrate the usage of development tools provided by Oracle™ Developer. The tools help users create forms, queries, projects, and other applications needed for practical purposes. Notice that we use Oracle™ Developer 6.0 for this chapter. Newer versions will have more features. Before demonstrating the usage of Oracle™ Developer, we will present another case study whose database has to be developed first.
Interface Design
Authors: Khan Badrul
Published: May 2011

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.
Resource Support
Authors: Khan Badrul
Published: May 2011

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.
Attitudes Towards ICT in Australian High Schools
Authors: Clayton Kaylene
Published: May 2011

Information and communication technology (ICT) is integrated into almost every daily activity. Yet, few females today are choosing ICT based careers; a large percentage prefer to work in “pink collar” jobs such as childcare, education, and nursing. A recent report (Queensland Government, 2004) states that the average weekly earnings of full-time female workers in ICT, personal services, education, and health careers are $883.30, $513.10, $802, and $854.20 respectively. Furthermore, even though females consistently earn less than males, female ICT workers record the highest average earnings for all female occupations. Not only are females rejecting the financial rewards associated with ICT careers in favor of jobs that are seen to have a high human concern, they are also denying their voice in the creation and development of future technologies and applications. However, why are they shunning ICT study and careers? How does their educational environment and their perceptions of ICT impact ICT study and career choices? This article explores these questions through the 2003 case study of Year 9 and 12 students, teachers and guidance officers at two co-educational schools in Queensland, Australia. Data was collected from 490 participants through questionnaires and six students and four teachers took part in interviews. Two theoretical frameworks, organizational culture and information quality, were used as a lens to view the situation.
Boards Need Women with IT
Authors: Bernhardt Sonja
Published: May 2011

In comparison to research on gender diversity on boards, little research has been conducted on the diversity of board skills required for survival in our fast dynamic world, where boards are becoming more responsible for IT strategy, and where skills to optimize technology strategy and execution for maximum business value are in demand. In this article, the importance of IT knowledge to overall board governance and the value of women with IT skills as board members are explored. A gender profile is developed from the Australian Stock Exchange (ASX), the Equal Opportunity for Women Agency (EOWA) and the Women on Boards 2004 reports. A discussion on relative contributions to board performance is undertaken. Under the banner of diversity, research into board composition historically has focused on gender issues—where more specifically the lack of women appointed at board levels has been discussed. There is a significant volume of research that verifies the lack of female representation on boards. One example from the EOWA 2004 Census shows that for the top 200 companies listed on the ASX on June 30, 2004, the number of women executive managers in Australia’s companies has increased since 2003 by 1.8% to 10.2%, while the number of women board directors has increased since 2003 by only 0.2% to 8.6%. Additionally, 42.0% of companies have no women executive managers and 62.1% of women (but only 31.4% of men) occupy support positions—as opposed to the line positions that ultimately lead to CEO or Board appointments. This article draws links between IT skills, governance, and women with IT skills at the board level.
Career Management Concerns for Women in IT
Authors: Kaplan David M. , Niederman Fred
Published: May 2011

Frequently researchers cite the perceived masculinity (Ahuja, 2002; Muryn Kaminiski & Reilly, 2004; Trauth, 2002) of information technology (IT) jobs as one of the main reasons that more women are not in the field. Such a diagnosis, while helpful for strategizing plans to attract new women into IT, does not address the needs and concerns of women currently in IT positions. These women are already aware of the degree to which IT is a masculine profession. They have entered the field in spite of this because they have a natural affinity for the work, found a niche that is comfortable for them, or developed a coping strategy. While these women may have overcome important barriers to enter the profession, entry does not constitute the last hurdle that they will have to face in their careers. Certainly, the path for women intending to make a career in IT is an uphill one. One only needs to look at the disparity between the numbers of men and women working in the industry (United States Census Bureau, 2005) to sense that the playing field is not level. While acknowledging that women are overtly discriminated, it’s important for women to become aware of the unintentional ways they are discriminated against, how they may inadvertently contribute to this, and possible methods for overcoming it. Specifically, the authors will discuss how inadequate social networks, skill obsolescence, and limited vertical/internal job mobility present challenges to career success. While not unique, these challenges are more tangible and pervasive barriers to career success for women in IT. Also, while other scholars have identified similar career hurdles for women in IT (Ahuja, 2002), the current discussion differs from past scholarship in several key areas. First, these issues are discussed with an emphasis for women once they have started their careers and not their initial career choice. Second, each section includes a vignette that provides an example and context explaining the underlying processes. Third, the paper goes beyond diagnosis and explanation to offering specific strategies for overcoming these barriers.
Community and Gender in the Virtual Classroom
Authors: Rovai Alfred P. , Baker Jason D.
Published: May 2011

Numerous studies have demonstrated that alternative educational experiences, such as online learning, produce outcomes similar to face-to-face instruction provided the method and technologies used are appropriate to the instructional tasks, there is student-to-student interaction, and there is timely teacher-to-student feedback (Verduin & Clark, 1991). However, a meta-analysis of 232 comparative studies conducted by Bernard et al. (2004) concludes that while there is no average difference in achievement between distance and classroom courses, the results demonstrate wide variability. In other words, “a substantial number of DE applications provide better achievement results, are viewed more positively, and have higher retention rates than their classroom counterparts. On the other hand, a substantial number of DE applications are far worse than classroom instruction” (p. 406). These findings suggest that appropriate instructional design and good pedagogical practices, rather than the computer mediating technology itself, is at the center of effective online education. The growing demand for online learning only increases the challenges associated with designing and delivering effective instruction. O’Donoghue, Jentz, Singh, and Molyneux (2000) note that “The diversity of demand from these client groups therefore has to be matched by a diversity of supply. ... Meeting those requirements means putting the student at the centre of the system, which in itself represents a substantial change” (Section III, para. 6). When considering such a student-centered approach to online learning, the instructor needs to become increasingly aware of the differences among students and how those differences influence the educational experience. One area of student differences that warrants further consideration in the online classroom is gender, especially since distance education has been extensively marketed to women since early correspondence programs (Kramarae, 2003). “Distance education is ... yet another institution where gender and power differences are constructed, and to ignore the ways that gender is under construction online is to ignore many difficult experiences of real people” (p. 269). von Prümmer and Rossié (2001) go further and declare that, “If gender is not seen as relevant, the system will not be equally accessible to women and men and will offer men more chances to succeed” (p. 137).
Constructing Gender Bias in Computer Science
Authors: Tiainen Tarja
Published: May 2011

Gender bias in technical fields, as in computer science (CS), is a well-known phenomenon. It is shown in presenting computing history as a male victory, while female computing pioneers have been forgotten (Gürer, 1995; Vehviläinen, 1999). The statistics demonstrate gender bias in IT (information technology) workplaces nowadays: only about 20 to 30% of computer professionals are women, and they also have lower salaries than men working in IT (Ahuja, 2002; Pateli, Stack, Atkinson, & Ramsay, 1999). Furthermore, there are studies dealing with CS students (e.g., von Hellens, Nielsen, & Beekhuyzen, 2004). Few studies focus on CS academics. Camp (1997) is one of the rare ones: She describes the shrinking pipeline problem in the USA. Women hold 25% of master’s degrees in CS, but only 6% of full professors are women. (Camp, 1997) The CS field is not the only one where female professors are rare. Husu (2001) presents two reasons the general bias is causing: (1) like professionalism in general, academic professionalism is also connected to masculinity and (2) female post-graduate students and newly qualified doctors get less support from their senior colleagues than their male counterparts. Besides supporting to complete studies successfully, older colleagues can support post-graduate students in becoming members of the academic society, which is essential in making an academic career. This article concerns on the construction of the gender bias among CS academics. I will focus on what happens in everyday practice and how gender bias is reproduced over and over again. I see gender as a process which is constantly under negotiation. In this article, the negotiation process is studied by analysing one case, which is one university department in the technical field. This article focuses on the negotiation of gender within the department; it does not deal with what happens in society or in families (such as taking care of children), although they both affect women’s working situation in a department. The structure of this article is as follows. First, the theoretical background of the relationship between masculinity and technology is described, as it forms the basis for understanding the gender bias in the CS field. Second, the empirical case is described. Third, the suggested explanations for the gender bias are dealt with and connected to the theoretical understanding of gender and technology. Fourth, a forecast of future trends is given, and, finally, conclusions are drawn on the main points of the article.
Enhancing Inclusion in Computer Science Education
Authors: Davis Donald D. , Major Debra A. , Sanchez-Hucles Janis V. , DeLoatch Sandra J. , Selgrade Katherine A. , Meert Shannon K. , Jackson Nikki L. , Downey Heather J. , Fodchuk Katherine M.
Published: May 2011

We describe an intervention that uses computer science (CS) faculty and students to create an inclusive learning environment. Our intervention model assumes that persistence and retention are the result of a match between student motivation and abilities and the university’s social and academic characteristics. This match in turn influences the effective integration of students with the university and, as a result, their persistence and retention (Cabrera, Castaneda, Nora, & Hengstler, 1992; Tinto, 1993). We are currently implementing and evaluating this intervention at Old Dominion University, a research intensive urban university with a culturally diverse student body, and Norfolk State University, an urban and historically black university (HBCU) that primarily emphasizes teaching.
Female Perceptions of the Information Technology Culture
Authors: Guzman Indira R. , Stanton Jeffrey M. , Eischen Debra
Published: May 2011

In the organizational sciences literature, one of the important social forces that affect the productivity, adjustment, attitudes, and retention of employees is culture. Culture can be defined as the shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes, and norms that people have in common with others in a community (Hall, 1959, 1976; Hofstede, 1997; Trice, 1993). Cultures originate as individuals interact with one another. Belonging to a culture involves believing what others believe and doing as they do (Trice & Beyer, 1993). The most obvious manifestations of culture are common language and common ways of thinking (Schein, 1999). These common ways of thinking are also evident within organizations as employees share basic assumptions on how to do things and solve problems in a way that is considered valid by organization members and, therefore can be taught to new members as the correct way to perceive, think, and feel in relation to those problems (Schein, 1992). Because culture within organizations is multifaceted, it includes both: the overall culture of the organization as well as subcultures shaped by the specific kind of work that people do in the organization. In contrast to organizational cultures, occupational subcultures arise from the shared educational, personal, and work experiences of individuals who pursue the same kind of work or occupation (Trice, 1993; Trice & Beyer, 1993). The purpose of this chapter is to present a comprehensive summary of previous studies relating to the concept of occupational subculture of information technologists and the perceptions and difficulties that female students illustrate during their first approaches to the IT occupation. We believe that understanding the difficulties that women face to accommodate to the IT culture can better help academic institutions and industry practitioners develop customized strategies for retention and recruitment of women in the IT field.
Female Pupils' Perception of Electrical Engineering
Authors: Hazzan Orit , Tal Ayellet , Deidar Idit
Published: May 2011

Recent studies have focused on gender issues and women’s underrepresentation in fields such as computer science, software engineering (Camp, 1997, 2002), and information technology (Varma, 2003). This article broadens the discussion to include the field of electrical engineering (EE), in which the underrepresentation of women is even more salient than in the aforementioned fields. For example, the percentage of female undergraduate students in the Department of Electrical Engineering at the Technion – Israel Institute of Technology (IIT), Israel’s leading school of engineering, is less than 15%. Although there are no easy solutions to the complex problem of attracting women to the field of EE, we argue that certain measures can nevertheless have an impact. Specifically, a partial solution might be to increase the awareness of female high-school pupils, first, to the very existence of the field of EE, and second, to its diverse nature. This article reports on an annual exposure day that aims to do just that. This event, entitled “Electricity in the Palms of Her Hands,” specifically targets female high-school pupils who excel in mathematics. This exposure day, the title of which follows the words of a popular Hebrew song, gives the pupils a glimpse of the variety of subfields EE encompasses, and thus gives them a very different perspective on EE as well as a different image of the professionals working in the field. Specifically, the article examines the perception of EE as expressed by high-school female pupils on two such exposure days. We focus on one main observation: the change the exposure day induces on the pupils’ perception of the profession of EE. Our study shows that, whereas in the morning of the exposure days, the pupils perceived EE to be a technical field and did not consider it as a major field of study, by the end of the days, the pupils were describing its multifaceted nature, and many of them perceived EE to be a profession that they might consider studying.
Femenist Agenda for Reducing th Gender Digital Divide
Authors: Marcelle Gillian M.
Published: May 2011

There is little shared understanding of the term “digital divide,” but this has not prevented the international community from investing a great deal of effort in projects that aim to reduce the digital divide by reducing disparities in access to information and communication technologies (ICT) (European Commission High Level Group, 1997; International Telecommunication Union [ITU], 1984, 2003; United Nations Economic and Social Commission [UN ECOSOC], 2000). The divergent rate at which ICT diffuses—the digital divide—is a reflection of broader socioeconomic divides, many of which exist within societies. The divide between men and women, rich and poor, young and old, urban and rural, literate and non-literate, also manifests itself in the digital world of media, computers, telecommunications, Internet, and jobs in software production. Information and communication flows carried by ICT are increasingly becoming an integral factor in international, institutional, and political processes. Lack of access to ICT therefore impacts on opportunities for developing countries’ economic growth, wealth distribution, social empowerment, and development. It is the digital divide which largely prevents the equal sharing of knowledge worldwide and leads to “information and knowledge poverty” among certain groups. If only a select number of countries, and within them certain groups, reap the benefits of ICT while others continue to lag behind, the digital divide will continue to grow and the virtuous cycle that ICT can create will not be enjoyed by many (Millward-Oliver, 2005). There is little acknowledgment and even less acceptance that gender constitutes an important influence in the structure of the “digital divide.” At first glance, this failure to admit context may seem strange and out of step with common sense. Why should gender relations, such an important and pivotal element of social structure, that is known to influence differentiated access to financial resources, employment opportunities, education and training, water and sanitation, health care, legal status, and enjoyment of human-rights not affect access to and control of ICT? This article will explore some of the key factors that lead to gender blindness in the digital divide debate and articulate a strategic response
Femenist Standpoint Theory
Authors: Ratcliff Clancy
Published: May 2011

Feminist standpoint theory is an epistemological view set forth in the late 1970s and early 1980s described as “an engaged vision of the world opposed and superior to dominant ways of thinking” (Ruddick, 1995, p. 129). Its development was influenced by Marxist thought, specifically the idea that the worldview of the ruling class is compromised by its vested interest in upholding the current class structure. The proletariat, who has no such interest, is able to interpret reality from the standpoint of its own experience as well as that of the ruling class because the ruling class’ ideas are widely inculcated and presented as “objective,” advancing the view that social conditions are as they are, and they cannot be otherwise. This naturalization of the ruling class’ ideas bolsters and affirms its privilege. The proletariat can inhabit both its own and the dominant perspectives, putting it at a more ideal epistemological and political vantage point. Drawing upon this line of Marxist thought, feminist standpoint theory holds that women’s social development and experiences are different from men’s, and these experiences, taken with the sexual division of labor and women’s portion of this work, including mothering, homemaking, and other emotional and relational labor such as nursing and social work (Hartsock 1983, 2004), enable women to interpret the material world from a unique standpoint. Implicit in this postulate is the assumption that men are the ruling class, and the dominant worldview is masculine. The feminist standpoint, its proponents argued, could be used as a methodology to make more accurate, holistic, and socially responsible knowledge. At the heart of feminist standpoint theory, Braidotti (2003) argues, is the emphasis on the difference between men and women and the focus on women’s experiences as a means to knowledge production. Belenky, Clinchy, Goldberger, and Tarule (1986), Chodorow (1978), and Gilligan (1982) extended the feminist standpoint project by studying women’s epistemological, psychological, and moral development, respectively, and the theories that emerged from their studies in particular have had considerable influence on early work in gender and information technology.
Gender and E-Service in CEE and the CIS
Authors: von Essen Emma
Published: May 2011

Information and communication technology is used today as a tool for reducing all kinds of poverty, promoting good governance, and facilitating sustainable human development. NGOs and other practitioners call this ICTD. One example of ICTD is to use different software, e-services, to promote good governance, business and reduce income and non-income poverty. However, there is a risk of ICT imposing new divides. The gender digital divide is a severe and increasing problem. The gender digital divide is the problem of ICTs, regardless of regional variations, affecting men and women differently. Women in most regions face barriers in benefiting from the development of ICT. During the past few years, the ICT and gender movement and research on the topic has grown globally, but in Central and Eastern Europe (CEE) and the Commonwealth of Independent States (CIS) it has remained weak and without recognition (Simerska & Fialova, 2004). It is important to ask whether women in CEE and the CIS are using the new services and what roles women play within the growing e-service in business and governance in the region. This article describes the situation on women and ICTs in the CEE and CIS and will additionally highlight the potential of ICTs in promoting gender equality.
Gender and IT Professional Work Identity
Authors: Buche Mari W.
Published: May 2011

Our daily work is intrinsically tied to our personal image (Alvesson, 2001; Dahlberg, 2004; Gini, 1998). This is particularly true for Americans, since our personal identity is defined by what we do and how we accomplish our tasks (Alvesson, 2001; Gini, 1998). For example, in social gatherings, after learning a person’s name, the first piece of information requested is, “What do you do?” Job references provide a wealth of information regarding income, work habits, tasks, levels of responsibility, educational background, etc. Often, the generalizations that people make from this small bit of information are materially incorrect, but that is not usually considered relevant in the social context. It is more important for society to construct a category for placement of the person. In the literature on motivation, Steers and Porter (1991) posit that work primarily impacts individuals in four ways. First, people typically expect to be compensated or rewarded for their efforts (e.g., salary and bonuses). Second, work provides an opportunity for people to interact socially (with some obvious exceptions). Third, employment may influence people’s status in the community, outside of the work environment. This is most evident in the case of corporate executives and various professionals. Fourth, “from a psychological standpoint, [work] can be an important source of identity, self-esteem, and self-actualization,” (Steers & Porter, 1991, p. 574, italics added). Basically, people are internalizing their work experiences. In other words, when workers look in the mirror, what do they see? How would they classify themselves? To what group do they personally relate? Specifically, is there homogeneity in the work identities of IT professionals? The purpose of this article is to present an overview of the impact of gender on the developmental process of work identity creation in the IT field and its impact on job-related outcomes. This article begins with a general description of work identity in the IT profession, including a review of current literature on the formation of work identities. The next section summarizes research findings on gender from a larger study on work identity in the technology field, providing insights into the effect of gender on job satisfaction and intent to leave. The future trends and conclusion sections provide suggestions and managerial and academic implications.
Gender Differences in Adoption and Use of a Healthcare IT Application
Authors: Zheng Kai , Padman Rema , Johnson Michael P. , Diamond Herbert S.
Published: May 2011

Information technology (IT) adoption and diffusion is a central concern of information systems research and practice. The most widely-accepted method in IT adoption and diffusion research, the technology acceptance model (TAM; Davis 1989), posits that perceived ease of use and perceived usefulness are fundamental determinants of user acceptance. However, TAM and its subsequent research makes little or no reference to gender effects (Adams, Nelson, & Todd, 1992; Chin & Gopal, 1995; Venkatesh & Davis, 2000), despite the fact that researchers have shown that socio-cultural factors, such as gender and ethnic differences, influence human perceptions and behaviors (Hofstede, 1980). These socio-cultural factors can result in differences in user responses to technology innovations (Gefen & Straub, 1997). Aiming to provide theoretical extensions to the TAM model, researchers have shown that gender differences may relate to beliefs and use of IT. For instance, males and females are found to demonstrate distinct adoption behavior in use of a wide spectrum of IT applications, such as e-mail (Gefen & Straub, 1997), mobile telephony (Ling, 2000) and Internet (Kraut, Scherlis, Mukhopadhyay, Manning, & Kiesler, 1996). Nevertheless, the exact gender effect remains a controversy. Some researchers believe that females are less technology inclined, less motivated and, therefore, less competent in masculine computer and technology culture (Wilder, Mackie, & Cooper, 1985; Qureshi & Hoppel, 1995). Others, in contrast, argue that females have the ability to be proficient in adopting new technologies (Turkle, 1995). Some research results indicate that females tend to favor some technology innovations and use them more effectively than males, such as computer-mediated communication (Kraut et al., 1996; Morahan-Martin & Schumacher, 1997). In health care, influence of physician gender has long been noted in resident education and many practice areas. Researchers find the procedural and obstetrical care pattern of practice differs between male and female residents (Chaytors, Szafran, & Crutcher, 2001), and physician gender significantly affects treatments in adult primary care practice (Boulis & Long, 2004). An understanding of these socio-cultural issues is also of vital importance towards success of health care IT applications. This study is thereby designed to assess medical residents’ acceptance and adoption of a Clinical Reminder System (CRS), by examining several key user characteristics that may relate to adoption and use of the system.
Gender Influences on Ethical Considerations in the IT Environment
Authors: Leong Jessica
Published: May 2011

We become just by performing just actions. —Aristotle, Nichomachean Ethics, 4th century, B.C. (Miner & Rawson, 2000) From the opening statement, it is evident that ethics has played a part in our everyday lives since the beginning of time, and still continues to do so. Another aspect of our lives that has become increasingly widespread is the use of information technology. In the Information Age, it is not often that we link ethics and information technology (IT). This article examines the link between ethics and IT, and the influence of gender on ethical considerations in the IT environment.
Gender Issues in Eastern Europe
Authors: Hanganu-Bresch Christina
Published: May 2011

This article aims to indicate a working agenda of Eastern European gender issues and to generate critical reflection and further research questions. Although many alternative definitions exist, Eastern Europe is identified here as the totality of postcommunist countries (from ex-East Germany to the ex-USSR [Union of Soviet Socialist Republics] countries, including Russia) that are now undergoing a process of transition to democracy and a market economy (see map). Despite past similarities caused by the sharing of the same type of political oppression, these countries differ somewhat in their treatment of gender, partly due to their precommunist past, partly due to their particular socioeconomic and historical circumstances. Thus, any generalizations drawn here must be taken with a grain of salt, and one must remember that neither the category of women nor the concept of Eastern Europe, or postcommunism for that matter, is monolithic.
Gender Senititve Design Practices
Authors: Rommes Els
Published: May 2011

To what extent and in what ways do companies take gender into account in their design decisions? In the past, commerce has been criticized for designing for the dominant group in society—the notorious young, white, able-bodied, highly educated male—to the exclusion of user groups who do not fit these criteria. It has been argued that by designing for everybody, designers in fact unconsciously follow the male norm in society. The question of this article is the following: Which dominant design methodologies can be found in practice when designers make products aimed to include women? The ways in which gender gets drawn into the design process for a large diversity of ICT products will be reviewed, such as for games, Web sites, mobile phones, and computer parties.1
ICTs for Economic Empowerment in South India
Authors: Arun Shoba , Heeks Richard , Morgan Sharon
Published: May 2011

The role of new technologies, particularly information and communications technology (ICTs) in the global society is central to both contemporary social theory and understanding transformations that are characteristics of the information society and post modernity. The emphasis on technological determinism is useful in tracing social and economic changes at large, but the economic and social shaping of technology is often illustrative of wider social relations, with local considerations. Recently, studies have demonstrated how technology is socially-contextualised, with gender differential barriers to access and use of ICTs by men and women (Hafkin & Taggart, 2001). This article argues that ICTs as a form of new technology are socially deterministic, albeit context dependent, need to take into account the role of social actors and interactions, which is often ignored in the blind pursuit of market forces. The article is structured as follows: the Background section examines some of the debates relating to gender and ICTs; then the Main Thrust section proceeds to examine the ICT context in southern India through a case study of the Kudumbashree project and some conclusions are provided in the last section.
Making of a Homogeneous IT Work Environment
Authors: Tapia Andrea H.
Published: May 2011

What is the responsibility of the information technology (IT) industry in addressing gender issues? Exploring recruitment and retention issues that exist for women are crucial for increasing the capacity and diversity of the IT profession. An understanding of the underlying causes of gender under representation in the IT profession is needed to develop effective workplace human resource strategies to attract and retain more of this underrepresented group. Unfortunately, while there is a documented need for a deeper understanding of the imbalance in this field, there is a lack of adequate data, methods and theory to provide a basis for explanation and prediction. Despite numerous efforts to recruit and retain women into both educational programs in IT and the IT workforce, these efforts have largely proved unsuccessful. Women remain acutely underrepresented at the higher-paying professional and managerial levels (National Science Foundation, 2000; National Action Council for Minorities in Engineering, 2001-2002; Annenberg Public Policy Center, 2001; ITAA, 2003; Geewax, 2000; Spender, 1997). While women now represent a significant proportion of the labor force, they continue to be underrepresented in the IT workforce. Women have made few gains in employment numbers in the sector between 1996 and 2002. The Information Technology Association of America (ITAA) (2003) reported that the percentage of women in the overall IT workforce actually dropped from 41% to 34.9%. The underrepresentation of women in the IT workforce can be attributed to a “pipeline” issue. Women earn significantly fewer undergraduate degrees in computer science and engineering than their representation in the United States (U.S.) population. (Camp, 1997; Freeman & Aspray, 1999; U.S. Department of Education, National Center for Education Statistics, 2002).