Brown, CherylCzerniewicz, Laura2012-08-212012-08-212012http://hdl.handle.net/10625/50172Rather than a digital divide, findings suggest a digital differentiation with growing and differing patterns of usage of ICTs for learning in male and female students. These differences appear to be context-dependent across particular types of activities and different language groups and more noticeable in the science disciplines. This suggests that gender and ICT use cannot be isolated and need to be considered in tandem with individuals’ “life histories” and specific clusters of circumstances. The paper also considers theoretical explanations for the findings that are presented and suggests that Bourdieu’s notion of ‘habitus’ is especially useful.Text1 digital file (9 p.)application/pdfenGENDER ANALYSISSOUTH AFRICAICT ACCESS AND USAGEWOMEN'S EMPOWERMENTDIGITAL DIVIDEGENDER MAINSTREAMINGHIGHER EDUCATIONSOUTH OF SAHARAWorking Paper