Disentangling gender stereotypes and gender inequality in Africa's digital sector

Purpose This paper investigates how gender stereotypes evolve in Africa's digital space and how digital gender inequality can be collaboratively tackled. Design/methodology/approach A two-phase qualitative study was undertaken, involving consultations with 21 experts and interviews with 30 women in the digital sectors in Uganda and Ghana. Underpinned by technofeminism, actor-network theory (ANT) and social role theories, we examine gender stereotypes as outcomes of dual processes that instigate interconnections among heterogeneous actors in the digital space and accord collective agency to the composite to enact digital gender inequality. Findings The findings reveal that gender stereotypes in the digital sector are tied to gendered narratives and evaluations, which dampen women's aspirations and undermine their confidence. Addressing gender stereotypes and digital gender inequality will require inclusive women-led training approaches as well as heightened visibility of female role models, supported by coordinated efforts anchored in stakeholder collaboration and dialogue. Practical implications The framework we develop is useful in guiding academics, practitioners and policymakers in collaboratively addressing digital gender inequality. Originality/value We make an original attempt to integrate technofeminism and ANT frameworks by employing the concept of agencing to better understand how gender stereotypes are enacted and sustained within an actor-network. Contributing to technofeminist Information Systems research, we reconceptualize socio-technical inequality as dynamic and processual, with gendered power embedded in evolving socio-technical processes, and position technofeminism as a habilitative, interventionist approach that organizes actors to reconfigure digital ecosystems.

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Publication Details

Journal
Information Technology and People
Published
2026-10-14
DOI
https://doi.org/10.1108/itp-08-2024-1061
Primary Topic
Gender and Technology in Education
Type
article
Field-Weighted Citation Impact
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article

Disentangling gender stereotypes and gender inequality in Africa's digital sector

Samuel Dawa, George Acheampong, Winfred Ikiring Onyas
Information Technology and People
Gender and Technology in Education
article

Disentangling gender stereotypes and gender inequality in Africa's digital sector

Samuel Dawa, George Acheampong, Winfred Ikiring Onyas
article en

Abstract

Purpose This paper investigates how gender stereotypes evolve in Africa's digital space and how digital gender inequality can be collaboratively tackled. Design/methodology/approach A two-phase qualitative study was undertaken, involving consultations with 21 experts and interviews with 30 women in the digital sectors in Uganda and Ghana. Underpinned by technofeminism, actor-network theory (ANT) and social role theories, we examine gender stereotypes as outcomes of dual processes that instigate interconnections among heterogeneous actors in the digital space and accord collective agency to the composite to enact digital gender inequality. Findings The findings reveal that gender stereotypes in the digital sector are tied to gendered narratives and evaluations, which dampen women's aspirations and undermine their confidence. Addressing gender stereotypes and digital gender inequality will require inclusive women-led training approaches as well as heightened visibility of female role models, supported by coordinated efforts anchored in stakeholder collaboration and dialogue. Practical implications The framework we develop is useful in guiding academics, practitioners and policymakers in collaboratively addressing digital gender inequality. Originality/value We make an original attempt to integrate technofeminism and ANT frameworks by employing the concept of agencing to better understand how gender stereotypes are enacted and sustained within an actor-network. Contributing to technofeminist Information Systems research, we reconceptualize socio-technical inequality as dynamic and processual, with gendered power embedded in evolving socio-technical processes, and position technofeminism as a habilitative, interventionist approach that organizes actors to reconfigure digital ecosystems.

Information Technology and People
University of Ghana (GH), University of Leicester (GB), University of the Witwatersrand (ZA), Makerere University (UG)
Gender equality, Reduced inequalities
Openalex Percentile: Top 7%
Gender and Technology in Education
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