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‘Because it’s boring, irrelevant and I don’t like computers’: Why high school girls avoid professionally-oriented ICT subjects

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References

2004Situated Language and Learning: A Critique of Traditional Schooling2,321 cited
2002Unlocking the clubhouse: women in computing1,958 cited
1997The incredible shrinking pipeline484 cited
2005Early determinants of women in the IT workforce: a model of girls' career choices270 cited
2002An ACM-W literature review on women in computing230 cited

Cited by

2008Women and computers. Effects of stereotype threat on attribution of failure156 cited
2015The trouble with ‘women in computing’: a critical examination of the deployment of research on the gender gap in computer science153 cited
2018A study on academic staff personality and technology acceptance: The case of communication and collaboration applications128 cited
2009Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain126 cited
2014Unpacking teachers' acceptance of technology: Tests of measurement invariance and latent mean differences120 cited
2014Gender and digital usage inequality among adolescents: A comparative study of 39 countries117 cited
2015Teachers: technology, change and resistance112 cited
2016Toward More Gender Diversity in CS through an Artificial Intelligence Summer Program for High School Girls108 cited
2009

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(Self-)Evaluation of computer competence: How gender matters

103 cited

2013Are gender differences in perceived and demonstrated technology literacy significant? It depends on the model92 cited

2023One AI Does Not Fit All: A Cluster Analysis of the Laypeople’s Perception of AI Roles68 cited

2020Extending the Learning Technology Acceptance Model of WeChat by Adding New Psychological Constructs63 cited

2014The effect of power and gender on technology acceptance61 cited

2011Assessing e-learning acceptance by university students in Thailand52 cited

2013Information science instruction and changes in girls' and boy's expectancy and value beliefs: In search of gender-equitable pedagogical practices51 cited

2013The Comparison of Different Age Groups on the Attitudes toward and the Use of ICT.49 cited