Situational Stress as a Consequence of Sex-Stereotyped Software

Abstract

This experiment examined the affective consequences of sex-stereotyped educational software on students in the sixth, seventh, and eighth grades of a private school. All students worked with the same two experimental programs either in the school computer center or at single computer stations. The results showed that situational stress was an affective consequence of working with cross-gender educational software if the students were asked to perform in the public context of the computer center. This was not true if the student worked in more privacy. It is concluded that such stress in females while using the more predominant male-stereotyped aggressive video game formats in the public, ego-involving environment of the computer center or classroom may be a possible factor in their avoidance of computers as documented in most recent literature.