Variables

Gender

Demographic variables such as gender or age are the most often studied since they are more readily available than other variables in the assessment of computer anxiety. In the study of gender as it relates to CA, for example, other variables such as age or experience or attitude may change the outcome in accessing the degree of anxiety found when comparing males to females. Several studies have suggested that females are more computer anxious than males. Shashaani notes that "involvement of women in computer science fields has declined. The women's dropout rate in computer related fields has increased in most colleges and universities nationwide" (Shashaani, 1994, p. 347). Some of the reasons given in the research for the differences in gender use are:

1. Computers considered by girls to be part of a male culture.
2. Computer games favoring boys' interests more than the interests of girls. Sex-biased software which is designed to appeal to boys without considering that which may motivate girls in learning software creates more distance between girls and computer learning.
3. Home access to computers creating more of an interest in further participation in computer classes.
4. Prior computer experience and nature of experience. More experience among males may account for males' confidence acquired from previous use.
5. Purchase of computers by parents more for sons than for daughters.
6. Lack of "female-user role model at home which may influence girls' self confidence that learning and working with computers are difficult tasks and that computers are in the masculine domain" (Shashaani, 1994, p. 362).

According to another study, computer avoidance in girls is not due to any one particular factor, but rather it is subtle and "like Carl Sandburg's fog, it comes on little cat feet, subtly and quietly and even trivially. It is created or reinforced when teachers ask only the boys the technical questions, or when teachers wait longer for boys' answers than for girls'. Or when girls see only men in computer-related roles on television programs and commercials" (Sanders, 1993, p. 32).

Because of diffferences in gender use of computers, research has produced inconclusive or mixed results. In the research of Okebukola, 11th grade boys and girls were matched in home ownership of computers, enrollment in computing class, experience in using computers and socioeconomic status. Studied was the issue of gender as it influences the students' perceived anxiety towards the use of computers and interest in computer usage. Results of data recorded higher anxiety means for the girls and higher computer interest means for boys (Okebukola, 1993, p.184).

Contrary to the Okebulola research, in an article by DeLoughry, referring to research by Rosen and Weil, evidence is offered to debunk the "myth that women are more technophobic than men" and that "men and women who have the same experience with technology have similar levels of technophobia" (DeLoughry, 1993, p. 25).

Agreeing with DeLoughry's findings, is Dyck's research which notes that "when the effects of computer experience was controlled, there were no gender effects" and offers this as a reason for previous mixed results in the research on gender differences (Dyck, 1994, p. 246). The gender issue is further dissected by Rosen, Sears, and Weil (1987) as mentioned in an article by Maurer with the administration of the Bem Sex Role Inventory. This instrument divides individuals not merely into male or female groups, but into four identity groups: masculine, feminine, androgynous, or undifferentiated. They found that "feminine-identity students had more computer anxiety and more negative computer attitudes than did masculine-identity students, regardless of gender" (Maurer, 1994, p. 371).

Research on gender as it relates to CA is still inconclusive and cannot be generalized. In addition to other variables which may change the outcome, previous research also makes use of a multitude of testing instruments. These include different treatments or forms of assessments and may account for the very different results in the studies.