The Impact of ICT on the Lives of Girls, Boys, and Adolescents

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The qualitative study presents gender differences and inequalities in technology use by girls, boys, and adolescents and was developed by Cetic.br|NIC.br, UNESCO Montevideo, and the UNESCO Regional Chair Women, Science and Technology in Latin America

UNESCO Montevideo presents the study on gender differences and inequalities in access and use of ICT by girls, boys, and adolescents, developed by Cetic.br|NIC.br and the UNESCO Regional Chair Women, Science and Technology in Latin America of FLACSO-Argentina.   

It is undeniable that information and communication technologies (ICT) play an increasingly important role in the lives of new generations; however, gender inequalities continue to be evident beyond just access. 

The implications of these technologies in the daily lives of children and adolescents are holistic: impacting education, physical and mental health, entertainment, sociocultural development, political life, among other aspects. And while public policies are often designed considering these impacts, they do not always take into account the opinions, evaluations, and experiences of children and adolescents. 

In this context, the UNESCO Regional Sciences Office for Latin America and the Caribbean, from its Information and Communication program, presents the publication Girls, Boys, and Internet Use in São Paulo and Buenos Aires: Studies from a Gender Equality Perspective, developed by researchers from the Center for Regional Studies for the Development of the Information Society (Cetic.br), department of the Brazilian Internet Steering Committee (CGI.br), – and the UNESCO Regional Chair Women, Science and Technology in Latin America of FLACSO-Argentina. The publication particularly explores gender inequalities related to the experiences of girls, boys, and adolescents with digital technologies in the cities of São Paulo (Brazil) and Buenos Aires (Argentina). 

“ICT represents the fastest and deepest technical change experienced in the region and, indeed, in the world. This is why a robust global pedagogical method has been developed to facilitate the education of a large number of boys and girls. However, it is crucial to discuss and offer recommendations for children and adolescents' participation in the laws, policies, and strategies of these technologies,” said Lidia Brito, Director of the Regional Sciences Office for Latin America and the Caribbean. 

The study results show how the online experiences of girls and boys are influenced by gender issues, the difference in enjoying opportunities, the great concern for self-presentation on social networks, and the risks related to privacy and violence experienced in digital environments. 

“The study was based on a little-explored premise: the use of ICT by children and adolescents is more related to their socialization spaces than the characteristics of digital environments. The findings demonstrate the importance of analyzing digital gender gaps and their relationship with different social groups and contexts,” noted Gloria Bonder, Coordinator of the UNESCO Regional Chair Women, Science and Technology in Latin America, FLACSO-Argentina. 

This publication aims to raise awareness among different stakeholders about the relevance of considering the gender perspective in the formulation of public policies related to the use of ICT by girls, boys, and adolescents. Joint efforts to reduce the inequalities identified in this study are essential to enhance the positive aspects of the Internet and maximize the opportunities it offers to both girls and boys. 

“Analyzing the access and use of ICT by girls, boys, and adolescents with a qualitative approach, based on a gender perspective, is extremely relevant for the development of inclusive public policies that address the often unequal opportunities and consequences of technologies,” stated Tatiana Jereissati, Coordinator of Qualitative Methods and Sector Studies of Cetic.br|NIC.br.

This content was automatically translated with the support of artificial intelligence.