{"id":1298,"date":"2020-10-30T15:14:00","date_gmt":"2020-10-30T14:14:00","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=1298"},"modified":"2020-10-30T15:22:20","modified_gmt":"2020-10-30T14:22:20","slug":"quelle-place-pour-les-jeunes-filles-dans-le-monde-numerique-de-demain","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/quelle-place-pour-les-jeunes-filles-dans-le-monde-numerique-de-demain\/","title":{"rendered":"Quelle place pour les jeunes filles dans le monde num\u00e9rique de demain ?"},"content":{"rendered":"

De nos jours, le num\u00e9rique s\u2019impose dans la majorit\u00e9 des soci\u00e9t\u00e9s modernes et tend \u00e0 devenir une discipline \u00e0 part enti\u00e8re au sein des classes (CIIP, 2020 ; Curran et Ribble, 2017). Toutefois, force est de constater que les femmes participent peu aux innovations dans ce domaine<\/strong> (Morley & Collet, 2017). En effet, nombreuses sont les \u00e9tudes qui montrent la sexuation de cette discipline au sein du monde de l\u2019\u00e9ducation et de la formation et sur le march\u00e9 de l\u2019emploi.<\/p><\/blockquote>\n

R\u00e9partition sexu\u00e9e<\/h3>\n

En ce qui concerne les aspirations professionnelles des \u00e9l\u00e8ves, une recherche r\u00e9v\u00e8le des ambitions encore st\u00e9r\u00e9otyp\u00e9es avec seulement 19 % des filles qui souhaitent s\u2019orienter vers un m\u00e9tier o\u00f9 leur genre est minoritaire, comme le secteur technique. On remarque, par exemple, que le m\u00e9tier d\u2019ing\u00e9nieur\u00b7e est investi par 95 % d\u2019hommes et celui d\u2019informaticien\u00b7ne suit la m\u00eame logique avec plus de 70 % d\u2019hommes (Gianettoni, 2015). Ces deux exemples, loin d\u2019\u00eatre isol\u00e9s, illustrent parfaitement l\u2019in\u00e9gale r\u00e9partition des sexes dans la sph\u00e8re du num\u00e9rique.<\/p>\n

<\/h2>\n

Origine du ph\u00e9nom\u00e8ne<\/h3>\n

Afin de mieux saisir l\u2019origine de ce ph\u00e9nom\u00e8ne, il convient de se pencher sur les croyances qui entourent les \u00ab\u00a0savoirs\u00a0\u00bb et leurs cons\u00e9quences. Plus sp\u00e9cifiquement, suivant les domaines, on identifie des attentes qui diff\u00e8rent selon le genre de l\u2019individu\u00b7e et qui peuvent impacter son sentiment de l\u00e9gitimit\u00e9 (Jacques, 2016). Au sein des classes, la division des savoirs, avec les disciplines, s\u2019expose aux m\u00eames risques de repr\u00e9sentations sexistes et donc de censure sociale (Mosconi, 2005\u00a0; Collet, 2019).<\/p>\n

<\/h2>\n

R\u00f4le de la recherche en \u00e9ducation<\/h3>\n

Face \u00e0 ces constats, la mise en place d\u2019un enseignement jug\u00e9 \u00ab\u00a0masculin\u00a0\u00bb tel que l\u2019\u00e9ducation num\u00e9rique n\u00e9cessite que l\u2019on prenne en compte la question du genre, afin qu\u2019ind\u00e9pendamment de son genre, l\u2019\u00e9l\u00e8ve sente l\u00e9gitime de s\u2019orienter vers ce domaine d\u2019\u00e9tudes.<\/strong><\/p>\n

 <\/p>\n

Bibliographie\u00a0:<\/strong><\/p>\n

CIIP (2020). Plan d\u2019\u00e9tude \u00c9ducation num\u00e9rique – EdNum<\/em>. Version ao\u00fbt 2020 en consultation.<\/p>\n

Collet, I. (2019).\u00a0Les oubli\u00e9es du num\u00e9rique<\/em>. Le Passeur \u00e9diteur.<\/p>\n

Curran, M. B. F. X., & Ribble, M. (2017). P\u201320 Model of Digital Citizenship. New Directions for Student Leadership<\/em>, 2017<\/em>(153), 35\u201146. https:\/\/doi.org\/10.1002\/yd.20228<\/a><\/p>\n

Gianettoni, L. (2015). Aspirations professionnelles des jeunes en Suisse : r\u00f4les sexu\u00e9s et conciliation travail\/famille.\u00a0Social Change.<\/p>\n

Jacques, J. (2016). D\u00e9finition des comp\u00e9tences propres \u00e0 l\u2019organisation des collections d\u2019informations personnelles num\u00e9riques<\/em> [Th\u00e8se de doctorat, Universit\u00e9 catholique de Louvain]. https:\/\/doi.org\/10.13140\/RG.2.1.2735.7689<\/a><\/p>\n

Morley, C., & Collet, I. (2017). Femmes et m\u00e9tiers de l\u2019informatique : un monde pour elles aussi. Cahiers du genre, (1), 183-202.<\/p>\n

Mosconi, N. (2005). Rapport au savoir et rapports sociaux de sexe : \u00e9tudes socio-cliniques. \u00c9ducation et francophonie, 33(1), 73-88.<\/p>\n","protected":false},"excerpt":{"rendered":"

De nos jours, le num\u00e9rique s\u2019impose dans la majorit\u00e9 des soci\u00e9t\u00e9s modernes et tend \u00e0 devenir une discipline \u00e0 part enti\u00e8re au sein des classes (CIIP, 2020 ; Curran et Ribble, 2017). Toutefois, force est de constater que les femmes participent peu aux innovations dans ce domaine (Morley & Collet, 2017). En effet, nombreuses sont […]<\/p>\n","protected":false},"author":18,"featured_media":1321,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1298","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"acf":[],"yoast_head":"\nQuelle place pour les jeunes filles dans le monde num\u00e9rique de demain ? | CRE\/ATE<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.unifr.ch\/create\/quelle-place-pour-les-jeunes-filles-dans-le-monde-numerique-de-demain\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Quelle place pour les jeunes filles dans le monde num\u00e9rique de demain ? | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"De nos jours, le num\u00e9rique s\u2019impose dans la majorit\u00e9 des soci\u00e9t\u00e9s modernes et tend \u00e0 devenir une discipline \u00e0 part enti\u00e8re au sein des classes (CIIP, 2020 ; Curran et Ribble, 2017). 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