You are here:

Theorizing the Machine: Gender, Education and Computing

Gender and Education Volume 13, Number 3, ISSN 0954-0253


Theorizes relationships between gender, education, and computing, exploring education's role in the continued ideological reproduction of computing and technology as masculine domains. Critiques technological determinism and the sociology of science and postmodernist analyses of technology for reducing technology to the social. Brings together critical realist and feminist perspectives on technology. Examines how schools, universities, and lifelong learning sites reproduce gender ideologies. Contains references. (SM)


Clegg, S. (2001). Theorizing the Machine: Gender, Education and Computing. Gender and Education, 13(3), 307. Retrieved March 19, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

Cited By

  1. Impact of After-School Learning Programs on High School Girls’ Confidence and Interest in Computing

    Swati Mehta, Jonathan Good, Phil Sands, Aman Yadav & Sarah Gretter, Michigan State University, United States; Janice Levenhagen-Seeley, ChickTech, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 372–378

  2. Integrating Information and Communication Technology in the Classroom:

    Bastien Sasseville & Bastien Sasseville

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 30, No. 2 (Jun 15, 2004)

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact