MISTICA: Gender, Information Technology, and Developing Countries

From: Yacine Khelladi (
Date: Thu Dec 06 2001 - 20:47:12 AST

The Office of Women in Development of the United States Agency for
International Development (USAID) invites you to read the newly released
report, "Gender, Information Technology, and Developing Countries: An
Analytic Study," by Nancy Hafkin and Nancy Taggart. The report and
16-page summary are available to download from USAID's web site,, or you may request a hard copy by e-mailing

Information and communication technology (IT) has become a potent force
for transforming social, economic and political life globally. Yet, the
uneven distribution of IT within societies and across the globe is resulting in
a digital divide between those who have access to technology and those who
do not. Most women in developing countries are in the deepest part of the

This report identifies some of the key barriers to women's access to
information technology, as well as instances where women are
participating in and benefiting from the use of information technology.

Read or download the report at:

Taken from Ed.Net Briefs 10.29.2001

Distance education technology offers new opportunities for many women to
achieve educational goals. A new report by the American Association of
University Women (AAUW) Educational Foundation notes that distance, or
online learning, is on the rise and women make up the majority of
Sixty percent of these nontraditional online learners are over 25 years
of age and female. Working mothers interested in furthering their education
are doing so online and adding a difficult "third shift" to their
responsibilities as mothers and employees, according to the study, The
Third Shift: Women Leaning Online, by Cheris Kramarae. The AAUW report
explores why women pursue education; how they balance work, family, and
education; and what would make distance learning easier for them, and makes
recommendations for improvements. For more information, visit
Donna Seymour, AAUW NYS Internet Editor

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