“Girl talk”: gender, equity, and identity discourses in a school-based computer culture

摘要: Abstract This article describes how a feminist intervention project in Canada focused on girls' more equitable access to and use of computers created significant opportunities for girls develop experience new identities as technology ‘experts’ within their school. In addition increase participants' own technological expertise, there was marked shift the ways which they talked about negotiated gender with teachers other students. Most significantly, participants became increasingly vocal what saw inequitable practices daily operation school well those were subject by teachers. created, otherwise resilient macro-culture school, supportive climate advancement equity beyond confines its computer labs. We suggest that while equity-oriented school-level change is notoriously difficult sustain, most enduring impact might rather be initiation into discourse had not previously experienced school-sanctioned access: give voice gender-specific inequities too long quieted complacent discourses “equality all.”