Education and professional opportunities for women in new technologies Reading Answers

Education and professional opportunities for women in new technologies reading practice tests is provided with answers and explanations. . This passage comprises 14 questions divided into two question types - match correct person with correct findings and complete the sentence reading passage,  Education and professional opportunities for women in new technologies reading answers with explanation.

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Table of contents:

• Solution for Education and professional opportunities for women in new technologies
• Education and professional opportunities for women in new technologies IELTS Reading Practice Test
• Passage
• Questions
• Answers with Explanations

Solution for Education and professional opportunities for women in new technologies

Education and professional opportunities for women in new technologies reading answers are listed in the table below. Verify your answers against our answer table, then correct any inaccuracies.

Answer Table 

1. E	5. B	9. Gender blind	13. Third shift
2. I	6. F	10. Economic force	14. Network and relationship
3. K	7. D	11. Multiversity
4. J	8. H	12. Work/ life balance

Education and professional opportunities for women in new technologies IELTS Reading Practice Test - Exam Review 

Education and professional opportunities for women in new technologies IELTS reading answers are given here, which will help you excel in the IELTS reading practice test to challenge your reading skills. Paraphrasing can help you to understand the ideas clearly which makes you able to efficiently answer the questions. 

Passage

We’ve provided the reading passage of Education and professional opportunities for women in new technologies. Read the passage and carefully complete the questions. Check the answers with our Education and professional opportunities for women in new technologies reading answers with locations.

Education and professional opportunities for women in new technologies

1. The principle that you don’t have a mechanic to drive a car can also be applied to Information and Communication Technologies (lCTs). Gone are the days when a computer user needed knowledge of a programming language. On one hand, this is good news for women. This is because women can now use a computer without needing computer science qualifications that gives ICTs the potential to enhance women’s education. But, our lack of ICT skills is not praiseworthy. Feminist writers for many years have argued that if more women were engineers and scientists, we might live in a very different world. (Rothschild 1982)
2. In a review of five countries, Millar and Jagger examined women’s employment in ICT occupations. They found a pattern of a low proportion of female entrants, a significant ‘leaking’ (Alper 1993} of those who enter to other areas of employment, and a ghetto of women in lower paid jobs. How did a new area of economic activity become gendered so quickly? An obvious answer could be that men have seen it as a desirable area and women have not.
3. It is often said that new industries are both ‘gender blind’ (i.e. if you are good at your work you’ll succeed whatever your gender) and that they value ‘feminine’ communication and ‘people’ skills. But recent research does not bear this out. A study of a new high-tech ICT company (Woodfield 2000) employing a highly qualified graduate,’ showed that men were given management responsibility despite an acknowledgment by the company that they had poor management skills. And there was an unwillingness to give responsibilities to women who had these skills. It seems that jobs acquire gender quite quickly in some sectors.
4. In the 1980s and 1990s, interesting studies were done into the ways in which men and women think about the world. They argued for the validation of diverse ways of thinking, rather than a hierarchy with a particular kind of male intellectual tradition at the apex. Turkle (1984; I996) has done similar work on the way people interact with computers. She sees computers as tools used as an extension of our identities, with significant variations in the ways that men and women use them to explore and perform their gendered identities. This subtle way of understanding our relationship with this technology, however, must go in parallel with a materialist view, which is that an underlying motivation for most ICT-based initiatives in work, education, leisure, citizenship is the economic force.
5. We must also differentiate between the opportunities for employment offered by ICTs and the tools they provide for education. We must beware of the inappropriate application of ICTs to a problem that would be better addressed in another way. Research into the effectiveness of ICTs as measured by student performance in Maths, suggests that for young children there is a negative relationship between classroom computer use and Maths performance. One researcher, Angrist, from MIT found when examining ICTs in the classroom that the set-up costs were obvious and the benefits much less so (Economist 2002). It could be more effective to have more teacher involvement and lower class sizes.
6. In 1963 Clark Kerr, the President of the University of California, coined the term ‘multiversity’, to suggest that universities were no longer based on a body of universal knowledge or a heterogeneous body of students. Higher education, professional education, and life skills education are now being delivered by a variety of different universities, colleges, and commercial companies. The distinctions between these are breaking down. Just when women are getting equal access to higher education and professional education, what constitutes higher level education and valid scholarly activity have been called into question through the creation of virtual universities. On the other hand, women are often claimed to have the most to gain from these new flexible and distributed kinds of education.
7. Although online education provides new opportunities for women it is also the source of new pressures. The term ‘Second Shift’ was invented to identify the work/life balance of employed women. Women In paid employment did not substitute this for their domestic work; they struggled to carry out both obligations. Kramarae sees education in the new century as the ‘Third Shift’: ‘As lifelong learning and knowledge becomes ever more important, women and men find they juggle not only the demands of work and family but also the demands of further education throughout their lives. ‘(2001)
8. ICTs – the internet in particular – are seen as providing global access to key educational resources. However, access to information is a useless resource if you don’t have the skills to evaluate and use it. Shade (2002) distinguishes between the feminization of the Internet, where women are targeted as consumers rather than citizens or learners and feminist uses of the Internet where women develop content that creates opportunities for women.
9. Digital media may also produce inflexibility for women engaged in learning. A survey of open and distance learning students (Kirkup and Prummer 1997: Kirkup 2001) demonstrated differences in the preferred learning styles of women and men. Women were uncomfortable with isolation and stated a desire for connection with others. Engagement in creating and maintaining networks and relationships is often cited as a reason why computer-mediated communication will be a ‘female’ technology. Unfortunately, however, empirical work challenges this. Li (2002), in a study of university students in the UK and China, found that male students used e-mail more frequently spent more time online and engaged in more varied activities than women students. There is now a wealth of research on the gender differences of male and female online activity, all of which demonstrate the online environment creating a gendered world operating in similar ways to the material world.

Questions

Question 1-8

Look at the following people (Questions 1-8) and the list of reported findings below. Match each person with the correct finding. A- K.

1. Rothschild
2. Alper
3. Woodfield
4. Turkle
5. Angrist
6. Shade
7. Kirkup
8. Li

List of Reported Findings

1. Men and women perceive their environment differently.
2. The advantages of ICTs in schools are difficult to pacify.
3. Men see ICTs as an exciting new area of employment.
4. Female students find working on their own unappealing.
5. A greater female representation in scientific and technical posts would have enormous benefits
6. Women can be seen as both passive and active users of ICTs
7. Female students can benefit most from ICTs and distance learning.
8. In Higher Education, men use a wider range of ICT skills than women.
9. A considerable number of women give up ICT posts to work in different fields.
10. The way the two genders regard computers reflects the differences in the way they develop their sense of self.
11. Certain new employment sectors are soon colonized by workers of one sex.

Question 9-14

Complete the sentences below. Choose NO MORE THAN THREE WORDS AND/OR AA NUMBER from the passage for each answer.
9. The term ……………………..refers to a company that is equally happy to promote workers of either sex.
10. It is clear that ICT developments in most fields are driven by………………………….
11. The range of institutions providing high-level instruction today is known as a ……………..
12. Women who are working find it hard to get their………………right.
13. The way workers of both sexes now face having to fit children, work, and continued learning into their lives is called the ………………
14. Women are thought to be suited to computer work as it involves developing ……….and ………………….

Answers for Education and professional opportunities for women in new technologies  With Explanations 

 Education and professional opportunities for women in new technologies reading answers with explanations is given below. Refer to the following answers with an explanation section to correct your errors.

(Note: The text in italics mentions the location and referring lines written in the reading passage.)

1. Answer: E

Explanation: located in last line of paragraph 1, last lines clearly have the information that feminist writers for many years have argued that if more women were engineers and scientists, we might live in a very different world. (Rothschild 1982). We can deduce from these words that Rothschild is arguing that feminist writers have long contended that if there were more female engineers, the world would be a different place. As a result, as Rothschild stated, increasing female representation in scientific and technical positions would have significant benefits. As a result, the answer is E.

2. Answer: I

Explanation: located in paragraph 2, it states that  in a review of five countries, Millar and Jagger examined women’s employment in ICT occupations. They found a pattern of a low proportion of female entrants, a significant ‘leaking’ (Alper 1993} of those who enter other areas of employment, and a ghetto of women in lower-paid jobs.These sentences imply Alper suggesting that Millar and Jagger analyzed women's employment in ICT occupations in a survey of five nations and discovered a pattern of a low proportion of female entrants as they enter other sectors of employment. As a result, it's evident that Alper was referring to the fact that a significant percentage of women leave ICT jobs to work in other industries. As a result, the answer is I.

3. Answer: K

Explanation: located in paragraph 3 in line 3, A study of a new high-tech ICT company hiring a highly qualified graduate (Woodfield 2000) revealed that men were given managerial responsibility despite the organization's recognition that they lacked management abilities. According to these lines, a study of high-tech ICT companies that employed highly qualified graduates revealed that men were given management responsibilities despite their lack of abilities. Thus, it is evident that Woodfield stated that certain new employment sectors are quickly colonized by workers of one sex. As a result, the answer is K.

4. Answer: J

Explanation: located in line 3 of paragraph 4, Turkle (1984; I996) has done similar work on the way people interact with computers. She sees computers as tools used as an extension of our identities, with significant variations in the ways that men and women use them to explore and perform their gendered identities.These lines suggest that Turkle has done comparable research on how individuals engage with computers, which are employed as tools as extensions of identity, with major differences in how men and women utilize them to discover and execute their gendered identities. As a result, it's evident that the disparities in how the two genders perceive computers reflect the differences in how they build their sense of self, as Turkle suggests. As a result, the answer is J.

5. Answer: B

Explanation: located in last line of paragraph 5, One researcher, Angrist, from MIT found when examining ICTs in the classroom that the set-up costs were obvious and the benefits much less so (Economist 2002). It could be more effective to have more teacher involvement and lower class sizes. 

6. Answer: F

Explanation: located in line 2 of paragraph 8, Shade (2002) distinguishes between the feminization of the Internet, where women are targeted as consumers rather than citizens or learners, and feminist uses of the Internet where women develop content that creates opportunities for women. In these words, Shade seems to be making a distinction between the feminization of the internet, where women are marketed as customers rather than as citizens, and female learners who produce information that benefits women. It is therefore clear that, as Shade claimed, women can be viewed as both passive and active consumers of ICTs. The solution is therefore F.

7. Answer: D

Explanation: located in paragraph 9, Digital media may also produce inflexibility for women engaged in learning. A survey of open and distance learning students (Kirkup and Prummer 1997: Kirkup 2001) demonstrated differences in the preferred learning styles of women and men.

8. Answer: H

Explanation: located in 5th line of paragraph 9, Unfortunately, however, empirical work challenges this. Li (2002), in a study of university students in the UK and China, found that male students used e-mail more frequently spent more time online, and engaged in more varied activities than women students. According to Li, these lines show that men employ a larger variety of ICT skills than women do in higher education, hence the answer is H.

9. Answer: gender-blind

Explanation: located in paragraph 3, It is often said that new industries are both ‘gender blind’ (i.e. if you are good at your work you’ll succeed whatever your gender) and that they value ‘feminine’ communication and ‘people’ skills. These words imply that the phrase "gender-blind" describes an organization that is delighted to promote employees of either sex. The solution is therefore gender-neutral.

10. Answer: economic force 

Explanation: located in last line of paragraph 4, the subtle way of understanding our relationship with this technology, however, must go in parallel with a materialist view, which is that an underlying motivation for most ICT-based initiatives in work, education, leisure, citizenship is the economic force.

11. Answer: multiversity 

Explanation: located in paragraph 6, in 1963 Clark Kerr, the President of the University of California, coined the term ‘multiversity’, to suggest that universities were no longer based on a body of universal knowledge or a heterogeneous body of students. We can deduce from these lines that the range of institutions providing high-level instruction today is known as multiversity. Hence, the answer is multiversity.

12. Answer: work/ life balance 

Explanation: located in paragraph 7, term ‘Second Shift’ was invented to identify the work/life balance of employed women. Women In paid employment did not substitute this for their domestic work; they struggled to carry out both obligations.

13. Answer: third shift 

Explanation: located in last lines of paragraph 7,  “Kramarae sees education in the new century as the ‘Third Shift’: ‘As lifelong learning and knowledge becomes ever more important, women and men find they juggle not only the demands of work and family but also the demands of further education throughout their lives. ‘(2001).”   These sentences imply that the third shift is the manner that both male and female workers today have to juggle having children, working, and continuing their education. So, the third shift is the correct answer.

14. Answer: network and relationship 

Explanation: located in 3rd line of paragraph 9, engagement in creating and maintaining networks and relationships is often cited as a reason why computer-mediated communication will be a ‘female’ technology. 

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