You are here:

Gender/Technology Relations: Complicating the Gender Binary

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


Examines assumptions underpinning studies of gender and technology in education in Denmark, Australia, and England, briefly including Canada and the Netherlands. Discusses how gender and heterosexuality often become conflated in studies of gender and technology relations in the classroom. Explains that girls'"incompetence" in technology is often analyzed only in relation to gender difference rather than to dominant discourses of heterosexuality underpinning the gender binary. (SM)


Stepulevage, L. (2001). Gender/Technology Relations: Complicating the Gender Binary. Gender and Education, 13(3), 325. Retrieved April 2, 2020 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.


Cited By

View References & Citations Map

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