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AUS, OST, BEL, BUL, CAN, CHI, COL, CRO, CZE, DEN, FIN, GER, GRE, HUN, ICE, IRL, ITA, JPN, JDN, KOR, LAT, LTA, Macao, NED, NZA, NOR, POL, PT, QTA, RUS, SER, SVN, SVK, SPA, SWE, SWI, THA, TUR, URU.
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Boys report using computers at home more often than girls in all the countries under study, except for Colombia, Ireland, the Netherlands, Qatar and Thailand. They also report using computers at places other than home or school more often than girls in all countries under investigation, except for Colombia, Latvia and Uruguay. The hypothesis that girls use communication technologies more than boys for educational purposes is rejected. In addition, boys report using ICT for entertainment more often than girls. Finally, the analysis suggests that more gender-neutral societies are associated with increasing the negative (for girls) gap in computer use at home and in entertainment use of computers and the internet. It also suggests that more gender-neutral societies are associated with reducing the negative (for girls) gap in computer use at places other than home or school and in the frequency of computer use for communication. The level of a country’s gender equality does not have any statistically significant effect on gender gap in educational use of ICT. The negative sign for the coefficient suggests, however, that - surprisingly - more gender-neutral societies are associated with an increasing gender gap in the scores on the index of ICT/internet educational use in favour of boys.
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