Learned gender
The transformation of gendered learning characteristics through "technology" beginning in the 1960s

In the quantification and attribution of supposedly gender-specific learning characteristics, "technology" has played a crucial role as a paradigm since the second half of the 20th century. Especially in statistical techniques, cultural and epistemological presuppositions about "gender" and "technology" are contained, which continue to co-determine the external and self-perception of female and male actors in their dealings with technology to the present day.

Social attributions have an enormous influence on the self-image of female and male actors in digitization. In the learning context, external and self-assessments in dealing with technology use and technical-rational understanding are established, which help to determine women's and men's actions and decisions. The meaning of “gender” in the context of learning and technology has been the topic of many social science, pedagogical and psychological research projects since the 1960s (among other things due to the advent of computers), usually initiated by politics or business. The project aims to examine these studies in terms of a secondary analysis of their empirical data collection in order to reflect on the quantifications and attributions of gender-specific experiences of technology. Through various forms of quantification, learning subjects could be increasingly fundamentally measured, viewed as a sum of learning characteristics, and thus classified as parts of a group (male/female). This project will examine how empirical research quantified and (re)produced gendered presuppositions (biases) through format, categorizations, classifications, and content. By analyzing questions that sometimes change and sometimes remain continuous, the project aims to demonstrate the persistent impact of bias that pre-structured respective answers through the formal and semantic logics of the questions. The project aims to investigate how statistical surveys, in interaction with presuppositions about “technology” and “gender,” contributed to the consolidation of gendered subjects of learning and thus provided supposedly objective facts for social and political decision-making processes.

Picture: L. Kurz


Work S3|12 402
Residenzschloss 1
64283 Darmstadt