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Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias

Author

Listed:
  • Jário Santos

    (University of São Paulo (ICMC-USP))

  • Ig Bittencourt

    (University of Alagoas (UFAL))

  • Marcelo Reis

    (University of Alagoas (UFAL))

  • Geiser Chalco

    (Federal University of Rio Grande (FURG))

  • Seiji Isotani

    (University of São Paulo (ICMC-USP))

Abstract

According to the literature, educational technologies present several learning benefits to promote online education. However, there are several associated challenges, and some studies illustrate the limitations in elaborating educational technologies, called Design limitations. This aspect is responsible for unleashing various issues in the learning process, such as gender inequality, creating adverse effects on cognitive, motivational, and behavioral mediators, which opposes the fifth UN’s Sustainable Development Goal. Therefore, many studies notice the harmful effects of stereotypes in educational technologies. These effects can be included in the design, like colors or other stereotyped elements, or how the activity is conducted. Based on this, the present study aimed to verify the predominance of color bias in educational technologies available on the WEB. This study developed a computational solution to calculate male and female color bias in the available educational technology web pages. The results suggest the prevalence of the development of educational technologies with a male color bias, with an imbalance among genders, without adequate customization for age groups. Furthermore, some environments, such as Computer Science, present a higher color bias for men when compared to women. Despite both scales being independent, results indicated interesting evidence of a substantial prevalence of colors associated with the male scale. According to the literature, this may be associated with dropout and lack of interest in female students, especially in sciences, technology, engineering, and mathematics domains.

Suggested Citation

  • Jário Santos & Ig Bittencourt & Marcelo Reis & Geiser Chalco & Seiji Isotani, 2022. "Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-16, December.
    • Handle: RePEc:pal:palcom:v:9:y:2022:i:1:d:10.1057_s41599-022-01220-6
    DOI: 10.1057/s41599-022-01220-6
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    Cited by:

    1. Wioleta Kucharska, 2024. "Self-Perceived Personal Brand Equity of Knowledge Workers by Gender in Light of Knowledge-Driven Organizational Culture: Evidence From Poland and the United States," SAGE Open, , vol. 14(1), pages 21582440241, January.
    2. Eugenia Allotey & Rocío García-Carrión & Lourdes Villardón-Gallego & Marta Soler-Gallart, 2023. "Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.

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