Schools fail to bridge gender divide in marginalized students’ tech use

Girls, on the other hand, face restricted and conditional access. Their use of technology is usually limited to homework or supervised learning tasks. Fears about online safety, reputational risks, and social morality lead parents to impose stricter rules, undermining girls’ ability to explore and practice digital skills. These restrictions deepen the gap in confidence, skills development, and digital literacy between boys and girls.

A new study reveals the persistent gendered barriers that hinder marginalized children’s use of technology for learning. The research, titled “Marginalized Children’s Opportunities to Use Technology for Learning: The Role of Gender” and published in the Journal of Educational Technology Systems, draws on first-hand evidence from rural and urban communities in Nepal and Bangladesh. 

The study warns that unless entrenched social norms are addressed, technology will continue to reproduce educational inequalities instead of bridging them.

Do boys and girls have equal access to technology?

The study reveals a pronounced digital gender divide in marginalized households. While global education initiatives often focus on device distribution, the research shows that access alone does not translate into equality.

Boys typically have more reliable access to devices such as mobile phones and laptops and enjoy greater autonomy in using them. Parents and caregivers, often influenced by patriarchal norms, prioritize boys’ education and allow them longer screen time, including use for both study and recreation.

Girls, on the other hand, face restricted and conditional access. Their use of technology is usually limited to homework or supervised learning tasks. Fears about online safety, reputational risks, and social morality lead parents to impose stricter rules, undermining girls’ ability to explore and practice digital skills. These restrictions deepen the gap in confidence, skills development, and digital literacy between boys and girls.

How do household and community norms shape digital learning?

The researchers found that cultural expectations and domestic responsibilities compound girls’ disadvantages. Many girls reported having less time for learning because they were expected to help with household chores. Even when devices were available, parental control and surveillance meant that they had to justify their screen time.

In many communities, prevailing attitudes equate girls’ unsupervised use of technology with moral risk, discouraging them from using devices beyond narrowly defined school tasks. This moral policing not only restricts their engagement but also leads many girls to self-censor, avoiding certain online platforms or refraining from seeking help when needed.

Boys, meanwhile, benefit from less oversight and more encouragement to experiment with technology. This autonomy allows them to develop broader skills and confidence in digital spaces, which in turn enhances their long-term learning opportunities.

Are schools helping bridge the digital gender divide?

Despite the rapid expansion of digital learning initiatives, schools have done little to address these inequities, the study notes. Teachers often lack the training and resources to promote equitable access to and use of technology in classrooms.

The research highlights that while some teachers believe girls are more focused on academic uses of technology than boys, these perceptions have not translated into meaningful interventions. School environments often mirror household inequalities, providing no targeted support to address barriers faced by girls.

The authors argue that teacher training and curriculum reform are critical to changing this dynamic. Schools need to incorporate gender-responsive practices that encourage all students, especially marginalized girls, to use technology confidently and safely.

Toward inclusive digital education

The study makes clear that simply providing hardware and internet access will not close the digital divide. It calls for integrated approaches that tackle the social and structural barriers preventing equitable technology use.

Recommendations include:

• Community engagement programs to shift attitudes and reduce parental fears about girls’ digital participation.
• Gender-sensitive digital literacy initiatives that build girls’ confidence and agency.
• Policy reforms to ensure that schools serve as equalizers rather than perpetuators of social norms that disadvantage girls.
• Investment in teacher training and inclusive content to make digital classrooms responsive to diverse needs.

The authors stress that addressing these deeper inequities is essential for making technology a genuine tool for learning rather than another layer of exclusion.