Carolyn Cunningham

Girl game designers

Educational programs designed to bridge the digital divide for girls often aim to increase girls’ technological literacy. However, little research has examined what aspects of technological literacy are highlighted in these programs. In this article, I provide a case study of a video game design workshop hosted by a girls’ advocacy organization. Through observations, interviews, and analysis of program materials, I look at how the organization conceptualizes technological literacy as contributing to gender equality. I compare this conceptualization to how technological literacy was taught in the classroom. Finally, I draw on situated learning theory to help explain how girls responded to the class. In the end, both the organization’s limited notion of how technological literacy could increase gender equality as well as gender and race differences between the teachers and the girls influenced girls’ participation in the workshop.

Social Media for Social Justice: Cyberfeminism in the Digital Village

Cyberfeminism, which examines women’s relationship to the Internet, considers issues such as how power operates in online spaces, who has access to digital technologies, and how the design of online architecture may reproduce gender inequities. As social media becomes essential for nonprofit organizations to establish an online presence, attract supporters, and help ensure sustainable organizations, nonprofits become critical sites for examining the interplay of gender and technology and offer opportunities for applying cyberfeminist goals.

Academic labor and two-year institutions

ABSTRACT This essay explores the professional challenges and prejudices faced by faculty with master’s degrees who teach communication at two-year institutions. Teachers with master’s degrees are qualified to teach at two-year institutions, yet the field of communication studies often overlooks their professional development and their specific labor issues. While facing considerable professional challenges, faculty at two-year institutions are at the forefront of changes in higher education, including changes in student demographics. Their unique position presents opportunities to reimagine and revitalize the role of the basic course in civic education. A case study of one teaching program proposes how these challenges and opportunities might be met.