Gender Stereotyping

Alongside all the possibilities ICT has for educational

purposes are risks to personal safety that come from
greater exposure to strangers, the ability to collaborate
and connect and share information (Lever-Duffy et al,
2011).

Gender is implicated in these risks - research covered

on this website shows female internet users are the
targets of more abusive language and sexual
harassment (Herring, 2000) and are portraying
themselves according to popular media stereotypes
which can be detrimental to their wellbeing, safety and
reputation (Bailey, Steeves, Burkell & Regan, 2013).
As mentioned in our section on Gender in the Digital Age, these risks are
higher for female internet users who were the targets of more abusive
language and sexual harassment in research about gender specific online
interaction (Herring, 2000; Flanagan, 1999).

Unfortunately, children and young people in general are more susceptible

to victimisation due to their curiosity about sex, desire for attention and the
fact that they have been taught to respect adults (NetSmartz, 2017).

To protect students teachers can discuss what is appropriate conversation

online, what is creepy and suspicious, how to keep safe by not revealing
personal information and the dangers of meeting strangers (NetSmartz,
2017).

Teachers can inform students to tell a trusted adult or report to the police, if
they (or someone they know) encounters situations online which are
suspicious (NetSmartz, 2017).
Educators can teach digital etiquette - how to relate interpersonally online,
and how to be a responsible digital citizen

Young people are often lacking the experience required to interact

appropriately and their online communication can be significantly
concerning (Lever-Duffy & McDonald, 2011).

Further, young people do not realise the implications of their actions online.
Students need to learn that their behaviour online has an effect on other
users and sensitivity to other users is required (Alberta Education, 2012).

Approaches can include class discussion about cyber bullying and online
etiquette.

To teach digital etiquette, teachers should lead by example, establishing

what proper conduct online looks like, and get students to reflect on how
their behaviour online may affect other users (Alberta Education, 2012).

A code of ethics for technology use along with written expectations about
what is appropriate and inappropriate use will set standards for users
(Lever-Duffy & McDonald, 2011).
 Cyber bullying involves the use of technology to bully, harass embarrass or
threaten someone else. Remind students that part of being a good digital citizen
involves speaking out to stop bullying (NetSmartz, 2015). Students need to be
taught how to manage bullying when they encounter it. This involves saving the
proof, not reacting and reporting bullying to the website (NetSmartz, 2015).
Students need to be taught how to manage bullying when they encounter it.
This involves saving the proof, not reacting and reporting bullying to the
website (NetSmartz, 2015). Students should be taught that acting as good digital
citizens involves standing up to bullying by reporting it, not forwarding it or
adding comments and supporting victims. Further, students should be taught
how to report bullying to the website and school if a student is involved
(NetSmartz, 2015). Teachers should be familiar with their schools cyber bullying
policy and act on bullying by following it up according to the policy.
Gender stereotypes proliferate online, particularly on social networking sites (SNS). These
stereotypes, informed by celebrity culture, often depict women in flirty poses, with
minimal clothing, drinking, socialising and pictured with friends. (Bailey, Steeves,
Burkell & Regan, 2013)

These stereotypes are commonly seen re-enacted by young people on SNS (Bailey et al,
2013).

The way students portray themselves can impact their relationships and professional
opportunities. Students benefit from learning the permanency of online data and how to
manage their photos and messages to protect their image (Australian Government,
2017).

Teachers can educate students about the concept of a digital reputation.

Prompt students to discuss and reflect on what sort of image students are portraying of
themselves. Learning how to manage their photos and messages will help students
to protect and clean up their image (Australian Government, 2017).
Unfortunately, emulating stereotypes which
promote sex appeal can go too far and it
is common for teenagers to share sexual
images. Taking and sharing sexual
images involving underage students is a
criminal offence, tantamount to the
distribution of child sexual abuse
material, even when the people
photographed are consenting to these
images (Netsafe, 2015).
Information students post, particularly on
social networking sites, is never erased
completely from the internet and may
can be viewed by anyone which may
have professional and personal
consequences if the information is
damaging or inappropriate (Lever-Duffy
et al, 2011).
Helping young people understand the legal
and personal consequences of
inappropriate conduct online is
important to protect them from
predators and the consequences of
making bad decisions about what to
share about themselves and others
(Lever-Duffy et al, 2011).
Teacher shave a critical role in dealing with
the legal, social and ethical issues
associated with using technology
(Lever-Duffy et al, 2011). Teachers must
be aware of these issues so that they are
prepared and able to deal with them as
they arise and able to help protect
students from these risks. (Lever-Duffy
et al, 2011).
References:
Alberta Education. (2012). Bring your own device: A guide for schools. Retrieved from
https://open.alberta.ca/dataset/5821955f-5809-4768-9fc8-
3b81b78257f7/resource/631bf34c-d3e6-4648-ab77-
2b36727dca0b/download/5783885-2012-07-Bring-your-own-device-a-guide- for-
schools.pdf
Australian Government (2017). Digital reputation. Retrieved 17 May, 2017 from
https://www.esafety.gov.au/esafety-information/esafety-issues/digital-reputation
Flanagan, M. (1999). Practicing stereotypes: Exploring gender stereotypes online.
Herring, S. (2000). Gender differences in CMC: Findings and implications. Computer
Professionals for Social Responsibility Journal 18.1.
Netsafe (2015). What is sexting? Retrieved 17 May 2013 from
(https://www.netsafe.org.nz/sexting/)
Netsmartz (2017). Retrieved 16 May, 2017 from http://www.netsmartz.org/ChildrenAsVictims.
Lever-Duffy, J. & McDonald, J. B. (2011). Issues in implementing technology in schools.
Teaching and learning with technology. 4th ed., pp. 346-367. Boston, MA: Pearson/Allyn &
Bacon.
Ohler, J.B. (2010). Digital community, digital citizen. California: Corwin Press.
Smith, G. E. & Throne, S. (2009). Using the new web 2.0 and other technologies. Differentiating
instruction with technology in middle school classrooms. 41-64. International Society
for Technology in Education.