Paper Number
2432
Paper Type
Short Paper
Abstract
This systematic literature review (SLR) examines the current state of knowledge on gender in Information Systems Development (ISD). The SLR focuses on leading journals and conferences in the field of Information Systems (IS), Software Engineering (SE), and Human-Computer Interaction (HCI). Out of an initial 23,536 papers identified, only 22 papers specifically addressed gender in an ISD related context. The study identifies five key themes, including a prevalent lack of gender-focused research, the underapplication of intersectionality theory, pervasive gender biases and their implications, the emergence of gender-aware practices, and a highlighted need for designing and developing IS with equity and inclusion from the outset. These findings collectively call for a paradigm shift towards more inclusive ISD methodologies and practices, advancing both the theoretical understanding and practical application of ISD.
Recommended Citation
O'Connor, Mairead and Carter, Lemuria, "A Systematic Review of Gender in Information Systems Development — An Analysis of Information Systems, Software Engineering, and Human-Computer Interaction Literature" (2024). ECIS 2024 Proceedings. 13.
https://aisel.aisnet.org/ecis2024/track01_peoplefirst/track01_peoplefirst/13
A Systematic Review of Gender in Information Systems Development — An Analysis of Information Systems, Software Engineering, and Human-Computer Interaction Literature
This systematic literature review (SLR) examines the current state of knowledge on gender in Information Systems Development (ISD). The SLR focuses on leading journals and conferences in the field of Information Systems (IS), Software Engineering (SE), and Human-Computer Interaction (HCI). Out of an initial 23,536 papers identified, only 22 papers specifically addressed gender in an ISD related context. The study identifies five key themes, including a prevalent lack of gender-focused research, the underapplication of intersectionality theory, pervasive gender biases and their implications, the emergence of gender-aware practices, and a highlighted need for designing and developing IS with equity and inclusion from the outset. These findings collectively call for a paradigm shift towards more inclusive ISD methodologies and practices, advancing both the theoretical understanding and practical application of ISD.
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