Much research on schools has addressed itself to differences between the sexes in their computer use and attitudes. Although the importance of the family context for “the learning and enacting of gender roles” (Lipman-Blumen, 1984) has been widely recognized, few studies have focused on the extent to which gender-related patterns influence computer activity at home. The integration of computer technology into family settings has the potential for either minimizing or maximizing gender differences in educational and technological opportunities.

In this chapter, we explore similarities and differences in computer use between the male and female members of our study group. We give special attention to the responses of mothers. Six key findings emerged: (1) males and females differed markedly in type of computer use (fathers and sons showed a broader range of interest and usage); (2) females in the households used the home computers less often than the males, and mothers were particularly estranged from the machines; (3) males were the key agents of decision making about the home computers, and fathers were most often responsible for bringing the computer into the home; (4) the sexes held different perceptions and attitudes toward the home computer (their analogies indicated that the computer held a playful and recreational fascination for the males, whereas the females viewed it as strictly utilitarian, as a practical tool for getting things done); (5) interactions around the home computers often accentuated gender-role tensions between the parents and challenged the women's sense of competence within their homes; and (6) despite important generational differences, parental behavior and attitudes appeared to have a “gendering” impact on children's perceptions about computer technology.