Rich schools, poor schools, boys and girls: computer education in Australian secondary schools

Abstract

This paper discusses results from research in Australia which shows how wealthy schools use their greater material and human resources to establish a relatively sophisticated computer education culture compared with poorer schools. Students from well‐off families, especially boys, benefit most from high levels of computer education, and this is likely to help equip them for elite jobs in societies which are increasingly rewarding advanced skills in the use of computers. Educators committed to equity need to bear in mind such discrepancies if they are to address the socially significant inequality of opportunities and outcomes in the school system.

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