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Marketing computing: how school branding reinforces or challenges gender stereotypes.

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Title: Marketing computing: how school branding reinforces or challenges gender stereotypes.
Authors: Wong, Billy (AUTHOR), Copsey-Blake, Meggie (AUTHOR), Kemp, Peter E.J. (AUTHOR), Hamer, Jessica M.M. (AUTHOR)
Source: Cambridge Journal of Education. Apr2026, Vol. 56 Issue 2, p115-132. 18p.
Subjects: Gender stereotypes, Education marketing, Education policy, Women's roles, Technical education, Computers in education, Role models, Curriculum
Abstract: This paper examines how school branding and policy may shape gender disparities in computing education. Wong et al. explore how schools portray computing in brochures, websites and related materials in ways that can unsettle or reproduce gendered stereotypes. They conducted a document analysis of websites and curriculum materials (n = 960 items) from 40 English co-educational secondary schools. The authors find that schools with higher female computing uptake more often present computing as creative and collaborative, using inclusive role models. In schools with lower female computing participation, the emphasis is more on technical ability and masculinised representations of the subject. Wong et al. introduce the notion of curricular symbiosis to describe how schools align the formal curriculum with informal provisions in ways that can widen or constrain engagement in computing. They conclude with their implications for policy and practice for schools to build and brand a more inclusive computing environment. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Marketing computing: how school branding reinforces or challenges gender stereotypes.
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  Data: <searchLink fieldCode="AR" term="%22Wong%2C+Billy%22">Wong, Billy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Copsey-Blake%2C+Meggie%22">Copsey-Blake, Meggie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kemp%2C+Peter+E%2EJ%2E%22">Kemp, Peter E.J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hamer%2C+Jessica+M%2EM%2E%22">Hamer, Jessica M.M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Cambridge+Journal+of+Education%22">Cambridge Journal of Education</searchLink>. Apr2026, Vol. 56 Issue 2, p115-132. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Gender+stereotypes%22">Gender stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Education+marketing%22">Education marketing</searchLink><br /><searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Women's+roles%22">Women's roles</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+education%22">Technical education</searchLink><br /><searchLink fieldCode="DE" term="%22Computers+in+education%22">Computers in education</searchLink><br /><searchLink fieldCode="DE" term="%22Role+models%22">Role models</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This paper examines how school branding and policy may shape gender disparities in computing education. Wong et al. explore how schools portray computing in brochures, websites and related materials in ways that can unsettle or reproduce gendered stereotypes. They conducted a document analysis of websites and curriculum materials (n = 960 items) from 40 English co-educational secondary schools. The authors find that schools with higher female computing uptake more often present computing as creative and collaborative, using inclusive role models. In schools with lower female computing participation, the emphasis is more on technical ability and masculinised representations of the subject. Wong et al. introduce the notion of curricular symbiosis to describe how schools align the formal curriculum with informal provisions in ways that can widen or constrain engagement in computing. They conclude with their implications for policy and practice for schools to build and brand a more inclusive computing environment. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192477594
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        Value: 10.1080/0305764X.2026.2624676
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Education marketing
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      – SubjectFull: Education policy
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      – SubjectFull: Women's roles
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      – SubjectFull: Technical education
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      – SubjectFull: Computers in education
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              Text: Apr2026
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