Girls are significantly more likely than boys to enroll in clerical and data-entry classes, the 1990s version of typing. Boys are more likely to enroll in advanced computer science and graphics courses. School software programs often reinforce gender bias and stereotypical gender roles. Girls consistently rate themselves significantly lower than boys on computer ability, and boys exhibit higher self-confidence and a more positive attitude about computers than do girls. Girls use computers less often outside of school.
Boys enter the classroom with more prior experience with computers and other technology than girls.
Teachers need guidance on using classroom technologies to advance the dual goals of equity and high academic achievement. These programs have pledged to recruit boys and girls into nontraditional fields but have achieved limited success, despite their efforts. Vocational education in essence repeated the pattern found at that time in math and science. Students were steered into traditional gender roles, and girls lacked role models in nontraditional careers. Goal Continued attention to gender equity in vocational education programs must be a high priority at every level of educational governance and administration.