[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600969-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600969-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","girls-engagement-with-technology-education-a-scoping-review-of-the-literature","Girls’ Engagement with Technology Education - A Scoping Review of the Literature","","This scoping review examines internationally published scientific literature on girls’ engagement with technology education. Twenty relevant articles are identified and analyzed using content analysis to map common descriptions of girls’ engagement, technological activities, and the relationship between girls and technology. Findings indicate girls show less interest and more negative attitudes toward technology education than boys, with fewer choosing technology/STEM-oriented occupations. The review discusses cultural explanations and implications for future research and practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/girls-engagement-with-technology-education-a-scoping-review-of-the-literature/600969/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/girls-engagement-with-technology-education-a-scoping-review-of-the-literature/600969.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main aim of the scoping review?","Question",{"text":63,"@type":64},"The study reviews internationally published literature to identify common descriptions of girls’ engagement with technology education, girls’ technological activities, and the relationship between girls and technology.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many articles are included and how are they analyzed?",{"text":68,"@type":64},"Twenty relevant articles are identified and included. They are analyzed using content analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the reviewed studies conclude about girls’ attitudes toward technology education?",{"text":72,"@type":64},"The reviewed studies report that girls are generally less interested in technology and have less positive attitudes toward technology education than boys.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600969,1792166342,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Girls’ engagement with technology education: A scoping review of the literature  \nUlrika Sultan, Linköping University, Sweden  \nCecilia Axell, Linköping University, Sweden  \nJonas Hallström, Linköping University, Sweden  \nAbstract  \nThe aim of this study is to review internationally published scientific literature on the subject of girls’engagement in technology education, in order to identify the most common descriptions of girls’engagement with technology education, girls’ technological activities, and the relationship between girls and technology. After a scoping review of the literature, 20 relevant articles were identified and included in the study; they were analysed using content analysis. The results show that, according to the reviewed studies, girls are less interested in and have less positive attitudes towards technology (education) than boys. They are also less likely to choose a technology-or STEM-oriented occupation. Several of the included studies venture possible explanations as to why this is and refer mainly to cultural factors. Those studies that do define the type of technology used in girls’ activities mostly describe a neutral, or male kind of “nuts and bolts” technology. As regards girls’ relationship to technology, there is potential for improving female engagement using apparently simple means; for example, making sure the social context of teaching is adapted to girls. The results of the literature review are discussed in terms of their implications for future research and can be used as a guide for educators and researchers in the area. In particular, the reasons for girls’ lower interest in technology education compared to boys need to be further researched, and it may be that researchers need to study girls in their own right, not in perpetual comparison with boys, in order to come closer to an answer.  \nKeywords  \ngirls’ engagement, gender, technology, technology education, scoping review  \nIntroduction  \nThat there is a relationship between gender and technology, manifesting in structures, symbols and identities, has long been acknowledged by feminist scholars. However, the feminine connection with technology has been downplayed in public discourse, in favour of the male connection. Feminist scholars of technology (e.g. Harding, 1986; Cockburn & Ormrod, 1993) argue that everyday discourses of technology constitute a prominent factor causing negative stereotyping and gender norms. These norms fuel ideas of what technological agency is, as well as whose interest in technology and what kind of technology are regarded as legitimate (Wajcman, 1991) . There are therefore structures in society that influence girls’ engagement with technology and technology education from an early  \nage. Indeed, the fundamental concept of technology, which is generally coded as a male construct, may be problematic; technology is often constructed as a male domain composed of male attributes such as logic, structure and technical knowledge (Sanders, 2005) .  \nWhy so few girls pursue a career in technology can be explained by such factors as lack of confidence, lack of support at home, in the classroom or from other authority figures, and lack of peer support, according to Cheryan, Ziegler, Montoya and Jiang (2017) . Turja, Endepohls-Ulpe, and Chatoney (2009) argue that specific attitudes and roles hinder girls from engaging in technology education because technology is presented as an exclusively male domain. Cheryan et al. (2017) consequently claim that:  \neven if the culture of a STEM field is not overtly hostile to women, women will be less likely to enter, persist, and be successful in a field when there is a mismatch between the way that they wish to be seen and are expected to behave and the norms of that culture. (Cheryan et al., 2017, p. 2)  \nFaulkner (2000) argues that stereotypes often relate to masculine instrumentalism and feminine expressiveness, with females being drawn into occupations that revolve around ","cbCainm9wpAIKUUM","https://ap.wps.com/l/cbCainm9wpAIKUUM","pdf",392546,22,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What is the main aim of the scoping review?\",\"answer\":\"The study reviews internationally published literature to identify common descriptions of girls’ engagement with technology education, girls’ technological activities, and the relationship between girls and technology.\"},{\"question\":\"How many articles are included and how are they analyzed?\",\"answer\":\"Twenty relevant articles are identified and included. They are analyzed using content analysis.\"},{\"question\":\"What do the reviewed studies conclude about girls’ attitudes toward technology education?\",\"answer\":\"The reviewed studies report that girls are generally less interested in technology and have less positive attitudes toward technology education than boys.\"}]","Girls’ Engagement with Technology Education - A Scoping Review of the Literature | PDF",1792091723,55]