The Girls Creating Games Program.
The article describes the Girls Creating Games (GCG), an after-school and summer program for sixth-through eighth-grade girls designed to address the barriers to girls' active participation in information technology. The program focuses on computer game development for two reasons. First, computer g...
| Published in: | Frontiers: A Journal of Women Studies Vol. 26; no. 1; pp. 90 - 99 |
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| Main Authors: | , , , |
| Format: | Article |
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University of Nebraska Press
2005
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=17190679&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 17190679 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01609009 FON jtl: Frontiers: A Journal of Women Studies issn: 01609009 maglogo: N pubinfo: dt: 2005 vid: 26 iid: 1 pid: 758 pub: University of Nebraska Press artinfo: ui: 17190679 10.1353/fro.2005.0008 ppf: 90 ppct: 9 formats: fmt: @attributes: type: P size: 83KB tig: atl: The Girls Creating Games Program. aug: au: Denner, Jill Werner, Linda Bean, Steve Campe, Shannon su: Video games Girls Technology & women Application software Educational technology Electronic games sug: subj: Video games Girls Technology & women Application software Educational technology Electronic games ab: The article describes the Girls Creating Games (GCG), an after-school and summer program for sixth-through eighth-grade girls designed to address the barriers to girls' active participation in information technology. The program focuses on computer game development for two reasons. First, computer games are considered a gateway to more active use of technology. Not playing games disposes girls to relatively less active roles with the computer and delays improvement of spatial and problem-solving skills. The second reason for teaching game design and production is that it puts girls in the role of technology leaders, which can break down personal identity barriers as well as external barriers, such as gender role stereotyping and discrimination. Educators need to overcome several barriers to increase girls' active participation in technology. Personal barriers include lack of self-confidence, lack of fluency in technology skills, lack of early positive experiences, lack of information about careers, and a belief that technology careers require a solitary lifestyle in front of a computer. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Frontiers: A Journal of Women Studies is the property of University of Nebraska Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Frontiers: A Journal of Women Studies holder: University of Nebraska Press dt: @attributes: year: 2005 holdings: @attributes: islocal: N |
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