The Role of Information Communication Technology in

Women’s Empowerment in the West Bank

Nizar Qabaha

July 2013

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Abstract

By considering the rapid development of technology over the last years, technology

became a main tool in the societies daily life, not only in Palestine but also worldwide. This

is emphasized by the Palestinian national statistics which reveal fair percentages of the ICT

infrastructure, and by the behaviors of the Palestinian individuals who highly depend on

ICT in the social and economic aspects of their life.

The growing use of ICT comes in a time in which the gender gap is still apparent in terms

of participation in the labor force, wages, and unemployment. Within this context this study

focuses on the impact of ICT on the gender divide and if ICT empowers Palestinian women

in the West Bank. A special attention was paid by this study to assess if ICT economically

empowers Palestinian Women. The study also considers the factors which might strongly

influence the economic status of women. Factors like social relations, traditions, family and

work power dynamics, the existing gender-based discrimination, and others.

Depending on a quantitative approach with primary information obtained through the

distribution of 190 questionnaires over nine urban and rural locations in the West Bank.

The study finds that despite the positive trend in using IC especially the new technologies,

still rural areas lack the technological infrastructure and skills. Palestinian Women do

highly depend on ICT as a tool for economic empowerment. Unfortunately this opportunity

of using ICT is limited for rural women. A general gap was noticed in the Palestinian

Women related ICT content. Arabic content which provides women related information

over the internet, radio, television and other types of ICT is found to be unsatisfactory.

Even though ICT is considered a main tool for women’s economic empowerment, still

social behaviors and power dynamics on the work and family levels play a role in

sustaining the gender division on the economic level.

Table of Contents

ii

Abstract............................................................................................................................................. iii

Abbreviations and Acronyms:...........................................................................................................vii

List of Illustrations:...........................................................................................................................vii

Figures..............................................................................................................................................vii

Tables..............................................................................................................................................viii

Chapter One: Theoretical Framework................................................................................................1

1.1 Research Background.............................................................................................................1

1.2 Research Problem..................................................................................................................2

1.3 Research Objective.................................................................................................................3

1.4 Research Questions................................................................................................................3

1.5 Hypothesis..............................................................................................................................4

1.6 Assumptions...........................................................................................................................4

Chapter Two: ICT and Development..................................................................................................5

2.1 What Is ICT.............................................................................................................................5

2.2 Access and Digital Skills..........................................................................................................5

2.3 The Digital Divide...................................................................................................................6

2.4 ICT4D (ICT for Development)..................................................................................................8

Chapter Three: Women and ICT.......................................................................................................10

3.1 Women’s Access to ICT........................................................................................................10

3.2 Social Empowerment...........................................................................................................13

3.3 Economic Empowerment.....................................................................................................16

3.4 Stereotype and Prejudice, Lobbying and Advocacy..............................................................21

Chapter Four: Women and ICT in the West Bank.............................................................................24

4.1 Social Status and Domestic Violence....................................................................................24

4.2 Economic Status...................................................................................................................25

4.2.1 Financial Resources, and Assets.......................................................................................25

4.2.2 Education..........................................................................................................................27

4.2.3 Employment.....................................................................................................................28

4.3 Access of Women in the West Bank to ICT...........................................................................30

Chapter Five: Research Methodology and Method..........................................................................33

Chapter Six: Data Presentation and Analysis....................................................................................34

6.1 General Characteristics of the Sample:................................................................................34

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6.1.1 Age Composition of the Sample:......................................................................................35

6.1.2 Marital status...................................................................................................................35

6.1.3 Place of Residence............................................................................................................35

6.1.4 Level of Education............................................................................................................36

6.1.5 Profession.........................................................................................................................36

6.2 Access...................................................................................................................................36

6.3 ICT and Education.................................................................................................................39

6.4 ICT skills................................................................................................................................41

6.5 Content................................................................................................................................42

6.6 Lobbying and Advocacy........................................................................................................43

6.7 Economic Empowerment.....................................................................................................44

Chapter Seven: Summary, Conclusion and Policy Implications........................................................50

Bibliography.....................................................................................................................................52

Annex 1: Questionnaire....................................................................................................................58

Annex 2: Tables................................................................................................................................62

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Abbreviations and Acronyms:

ICT Information Communication Technology

PA Palestinian Authority

PCBS Palestinian Central Bureau of Statistics

ASALA Palestinian Businesswomen’s Association

PWRDC Palestinian Women's Research and Documentation Center

ILO International Labor Office/Organization

List of Illustrations:

Figures

Figure 3.1 Global internet users according to gender Page 11

Figure 3.2 Male and female labour force participation rates, 1991, 1999,

2008 and 2009, and the gender gap in economically active

females per 100 males.

Page 17

Figure 3.3 Female share of employment by 1-digit sector in 37 developed

economies, minimum, maximum and medians (latest years)

Page 19

Figure 3.4 snapshot for the main page of the website

(www.harassmap.org)

Page 23

Figure 4.1 women ownership of assets in Palestine Page 26

Figure Labor Force Participation Rate in the Palestinian Territory by Sex

Page 28

Figure 4.3 Female participation in agriculture and services, per years of

schooling

Page 30

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Figure 4.4 Percentage of households who have ICT equipment in home

by region, 2011

Page 31

Figure 4.5 Figure 4.5: Percentage Distribution of Persons 10 Years and

Over in the Palestinian Territory Who Use the Internet by

Main Purpose of Use and Sex, 2011.

Page 32

Tables

Table 1 Age of respondents 62Table 2 Marital status of respondents 62Table 3 Place of residents 62Table 3.1 Level of Education 63Table 4 work in the ICT sector 63Table 5 Profession 64Table 6 According to specialization in ICT 64Table 7 Using ICT for educational purposes 64Table 7.1 Using ICT for educational purposes according to the level of

education65

Table 7.2 Using E-learning according to age 65Table 8 Using E-learning 66Table 9 Availability of ICT types at home 66Table 9.1 Availability of ICT types according to place of residence 66Table 9.2 Unavailability of ICT types according to place of residence 67Table 10 Reasons for the unavailability of ICT types at home 67Table 11 Types of ICT available out of home 68Table 12 English as a basic requirement to access ICT 68Table 13 Arabic content on the internet 68Table 14 Internet searching skills 69Table 14.1 Computer skills according to place of residence 69Table 15 Computer skills 69Table 16 Accessing information related to women issues 70Table 17 An active member in women issues using ICT 70Table 17.1 Being an active member in women issues using ICT according

to level of education70

Table 18 Contribution to the women related content on the internet 71Table 19 Building relationships using the internet 71Table 20 Satisfaction on the Palestinian Women related content on the

internet71

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Table 21 Regular use of ICT during work 72

Table 22 Enhancing the financial situation using ICT 72

Table 23 Searching for work using the internet 72

Table 23.2 Searching for work using the internet according to level of education

73

Table 23.1 Searching for work using the internet according to place of residence

73

Table 24 contribution of ICT regarding the following clarified terms 74

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Chapter One: Theoretical Framework

1.1 Research Background

Information and Communication Technology (ICT) is considered a basic tool in

today’s societies. This is emphasized by the increasing access and use of ICT in Palestine

over the last years, as it is in most of the world countries.

The growing use of ICT comes in a time in which the gender gap is still apparent in

terms of participation in the labor force, wages, and unemployment. Available statistics

indicate a decline in Palestinian women’s participation in the labor market, and higher rates

of women’s unemployment compared to men. The percentage of women involved in the

unpaid work still very high and significantly affects the Palestinian economy (Shabaneh

and Jawad 2009). In addition to that the women’s participation in the Palestinian economy

is limited to specific fields especially in the agriculture and services sector.

From a social perspective the patriarchal system still dominates the Palestinian

family life dynamics. The current patriarchal system and in support of customary and

traditional practices leads to monopolizing resources, maintaining the man’s power and

status, controlling the female body, drawing the lines of the women’s role in society,

legitimizing violence, defining work sectors for women and limiting women’s participation

in the labor market, in addition to the political life and decision making positions

(Rubenberg 2001).

Taking the growing use of ICT in consideration it was important to see if ICT under

the current circumstances achieves socio-economic empowerment for women in the West

Bank. Many scholars and organizations clarified the positive impact of ICT on women’s

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capabilities and on their socioeconomic situation. ICT creates a space for self-expression

and building connections. ICT also provides a tool for individuals and organizations to help

them in mobilizing the public opinion against unjust actions towards women (Gurumurthy

2006). ICT can create new opportunities for women to enhance their quality of life.

Economic empowerment through employment or on-line education can be examples for

such opportunities. In addition to that women will have access to information related to

their rights (Huyer and Tatjana 2003). ICT promotes interaction of women in social life by

introducing a sphere for them to discuss issues considered as “taboo”. It also assists them to

establish new connections and open channels within their society (Rabayah 2010).

In this context this study will assess if ICT can be considered as a tool for women’s

empowerment in the West Bank. The main focus of the study will aim to clarify if women

in the West Bank do use ICT to improve their economic situation and financial

independency.

1.2 Research Problem

There is a positive trend for the usage of ICT in the Palestinians daily life,

especially under the current political circumstances in Palestine which introduce ICT as a

tool to eliminate borders.

At the same time Palestinian Women in the West Bank still face economic and social

discrimination on different levels, despite all the developmental programs implemented by

the PA, and the local and international NGOs.

Many countries around the world realized the importance of ICT in the developmental

work by implementing ICT developmental programs which contributed to the economic

growth of those countries.

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Most of the studies and evaluations of the ICT developmental programs around the world

concluded recommendations for the governments to implement ICT programs on national

scales.

By considering the rapid technological development, and by looking at the powerful impact

of ICT after using it as a tool for social and political change especially in the Arab World.

An assessment of ICT as a tool for women’s empowerment is needed, in aim to adopt ICT

developmental projects and programs by the PA and NGOs in Palestine

1.3 Research Objective

The study will assess if ICT in the current situation can be considered as a tool for socio-

economic empowerment for the Palestinian Women in the West Bank. This study comes

with a special focus on the impact of ICT on the economic situation of women, and if ICT

helps women to gain a better economic status and assist them to achieve financial

independency. In this regard the study will analyze the social, economic, political barriers

that limit the women’s accessibility, usage, and equal-equitable benefit of ICT. Conclusions

will be drawn from this understanding to provide recommendations to be considered in

future ICT developmental programs.

1.4 Research Questions

Central research question:

To what extent does information communication technology have an impact on the

economic empowerment of the Palestinian Women in the West Bank?

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Sub questions:

What is the impact of ICT on the economic situation of Palestinian women

in the West Bank?

What are the external social and economic factors that limit the Palestinian

Women’s accessibility and use of ICT?

1.5 Hypothesis

The study will show if ICT in the current situation is able to improve the economic

situation of women in the West Bank. In addition to that it will show if ICT in the current

situation can be used by women as a tool of empowerment. Depending on the fact that there

is a gap in the economic participation of women, and high ratios of women rights

violations, in addition to the available national data which shows fair ratios for availability

and accessibility to ICT in the Palestinian community.

1.6 Assumptions

The researcher assumes that social factors might affect the women’s accessibility, usage

and final benefit of ICT. Factors like culture, religion, and power dynamics inside the

family, political views, and others.

The study will focus on the impact of ICT on the women’s (as ICT participants) economic

and social situation. At the same time the study will not measure the impact of ICT on the

Palestinian economy, assuming that economic empowerment for women will lead in the

final result to a positive impact on the Palestinian economy in general. The study will not

also measure the impact of ICT as a tool for a social change in the Palestinian society.

Finally the study will try to build a direct relation between the ICT and women in the West

Bank as direct users.

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Chapter Two: ICT and Development

2.1 What Is ICT

ICTs have emerged as powerful forces impacting every aspect of our daily

lives. Very simply ICT has accelerated the ability to access, process, and

exchange information across the globe, whether that information is related to

education, health care or doing business.

(Global Alliance for ICT and Development 2007, 7)

ICTs can be defined as information handling tools that can be used to produce, process,

store, distribute, and exchange information. Television, Radio, and Telephone are

considered to be old ICTs in comparison with newer technologies like computers, internet,

satellite and mobile phones, wireless technology and others (Pannu and Tomar 2010).

2.2 Access and Digital Skills

Access to ICT is critical to economic empowerment and most importantly to social

inclusion. While access in the physical sense cannot be a full access if we adopt the model

of ownership of an ICT device like a computer. In this regard Mark Warschauer introduces

what he calls the “device” model which is based on the principle of the ownership of ICT.

According to Warschauer the ownership of ICT is insufficient due to many factors related

to the economic situation of the individual or the family who might not be able to afford the

costs of the technological device, and who would need time to gain the needed digital skills

to use the device. Although personal computers can be affordable in many developing

countries, still an efficient use for them need connection to the internet, software,

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upgrading, and the digital content which meets the individual’s social context and language

(Warschauer 2004).

Despite the availability of technological infrastructure in many societies, many individuals

remain technologically vulnerable. Marc Prensky (2001) categorized people into “Digital

Natives” and “Digital Immigrants”. He described how the older generation of “the Digital

Immigrants” who lack the digital knowledge and skills face difficulties in learning new

technological skills, and even if they do they would still keep technology as their second

priority for doing tasks. The knowledge of the “Digital Natives” who were born in the

digital age, controls their future behaviors, social relations, communications skills, and

culture. Marc Prensky’s definition for the “Digital Natives” did not deny that many of them

also lack the needed digital skills to cope with the 21st century changes (Prensky Marc

2001).

For Karen Mossberger and others, they introduced two concepts to define the technological

knowledge and skills. The “technical competence” which is the skills needed to operate

hardware and the “information literacy” which is the ability to effectively employ the

information resources to solve a problem or accomplish a task. (Mossberger et al. 2003)

By looking at the last definitions we can see how the lack of digital skills contributes in

widening the digital inequalities inside the same societies, by giving the privilege for the

individuals who are digitally skilled.

2.3 The Digital Divide

According to the OECD (Organization for Economic Co-operation and Development) the

digital divide refers to “the gap between individuals, households, businesses and

geographic areas at different socio-economic levels with regard both to their opportunities

to access information and communication technologies (ICTs) and to their use of the

Internet for a wide variety of activities” (OECD 2001, 5). The last statistics show that in

2011 only 35% of the world’s population was online. In comparison with the year 2006 we

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can see that the last mentioned ratio was 18%, and the main increment was caused by the

development in the ICT sector in China and India, in addition to the high trend in Europe

and very low trends in the underdeveloped countries.

The percentage of individuals who access the internet in China in 2006 was 10.52% to

reach 38.3% in 2011, for the same years the percentages in India increased from 2.81% to

10.7% respectively. In other developing countries the economic growth of which remains

low in comparison with the huge economy of China and India we can see very slight

increments in the ratio of accessing the internet. The same comparison in Benin shows a

slight increment from 1.54% to 3.5% and in Bangladesh from 1.0% to 5.0% (ITU 2011).

Two other concepts for the digital divide were introduced by Norris Pippa. In addition to

what she calls the global divide which is built on the geographical divergence in accessing

ICT, there are also a “social divide” and a “democratic divide”. In these concepts other

factors are considered as contributing to the digital divide inside a country. Race, income,

social status, class, and gender are factors out of many others which contribute to widening

the social divide. The same factors are also related to the democratic divide which is built

on the concept of the social democratic engagement of individuals in their communities

(Pippa Norris 2001).

Other scholars defined the digital divide from another perspective but the physical one that

depends mainly on the concept of access. Skills, content and the purpose of use also play an

important role in widening the digital divide (Witte and Mannon 2010).

Some countries like Malaysia and Taiwan realized the importance of accessing ICT and

made it a basic element in their developmental programs. Still the poorest societies suffer

from problems of basic survival like nutrition, health or AIDS. These societies can be

considered marginalized but the digital divide makes them even more marginalized (Pippa

Norris 2001).

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2.4 ICT4D (ICT for Development)

Since the early 90s many private ICT companies and later on development organizations

emphasized the importance of ICT as a development tool. This debate later on seemed

unrealistic due to the exaggerated focus on the technology itself and the supply-driven

approach, in addition to the neglect of important factors like the relevant knowledge, the

integration of old and new ICT and others. While the main focus was on the physical and

financial factors like the internet connectivity, different stakeholders have different needs,

and it is essential to understand these needs before delivering them through ICT technical

solutions. Applying the supply-driven approach in the ICT development projects would

mean that organizations implement a top-down model as it was dominating in the 1960s

and failed. Instead of changing the people’s culture, behaviors and lifestyle, a participatory

bottom-up approach should be implemented (Cambridge University 2009).

Here appears the importance of redefining the “digital divide” which was mentioned in

previous chapters. ICT4D should respond to the three main factors of the digital divide.

The three factors that should be considered in the ICT for development work are the

operational divide, which is related to the physical aspect, the cultural divide and finally the

political divide (Castells Manuel 2004).

Steyn and Johnason described the relationship between the concept of ICT and the

development theories which took place since the early years of the 20 th century. Referring

to the donors community they wrote “If one group decides on behalf of another, or enforces

something, even if it is by power of knowledge, onto another group, this domination

through power, thus political” (Steyn and Johnason 2011, 21).

In 2009 Zimbabwe’s ICT national capability was rated the third worse on the world. In

addition to the long tragic history of the country, still many social and cultural factors can

been seen as an obstacle for a rapid ICT development in Zimbabwe. In her study Jill

Jameson describes how mainly the poor economic situation discourages people in

Zimbabwe to access ICT. Racism, armed conflict, political oppression and many other

social factors also can be added to the poor economic situation. The study introduced how

ICT assisted a Zimbabwean man to access the internet, communicate with other people who

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share the same situation, and participate on internet blogs by being an activist to end the

political oppression in his country. (Jameson Jill 2011).

In another example, a study was conducted to examine the accessibility, affordability and

utility of ICT in reference to health promotion in rural communities in Botswana.

Considering the high prevalence rates of HIV infections in Botswana, health preventative

measures starting from health promotion and health literacy are extremely important. The

study found that related radio and Television shows were very popular, especially that the

content of these shows meet the people’s culture. Through these programs health literacy

was promoted, not only about HIV but also about other important health issues related to

the health context of the country. The study also presents the results of the interviews and

how ICT helped people to go for early health examination which finally facilitated the early

detection of diseases and mainly HIV. Regarding other forms of ICT like internet and

mobile phones, the study showed that people are in general aware of the importance of such

technologies but a very limited ratio of the population uses them due to financial issues,

people cannot afford them (Sabone et al. 2012).

In one of the areas in Oyo state in Nigeria a multipurpose ICT point was established and

equipped with basic ICT infrastructure including connectivity to internet. A study was

conducted to assess the impact of this ICT on the farmers’ agro-based livelihood. The study

found an improvement in the farmers’ knowledge especially in fish production. ICT also

helped farmers to access agricultural information which helped them to minimize the cost

and time needed for certain agricultural activities (Oladele 2012).

Even though we can find tens of “success” stories for the integration of ICT in development

programs, still these programs might not achieve the ultimate goals if certain factors were

not taken into consideration depending on a bottom-up approach.

In 2008 a study was conducted to evaluate the program “Jordan Education Initiative” which

was launched in 2003 to improve the educational system in Jordan through ICT integration.

The study showed that the outcomes of the program did not fully align with the original

vision. The students-centered learning was not improved as was planned, while the

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majority of the teachers used ICT as a tool to encourage memorization rather than more

active innovative approaches (Brown Nitika et al. 2011).

Chapter Three: Women and ICT

3.1 Women’s Access to ICT

The accessibility to ICT for women can be considered conditional and depends on different

factors. Factors like age, class, ethnicity, and others intersect according to the environment

where a woman lives or comes from. Therefore to understand the unequal access to ICT,

we should analyze the complexity in the relations between these multiple factors. In the

final result and through many examples over the world we find that men and women from

the same social context may not enjoy equal access to ICT (Gurumurthy 2004).

Natasha Primo tackles accessibility to ICT from a digital divide perspective. By applying

previously described concepts of the digital divide we find that “Women’s access to ICTs is

not a simple question of whether there is a computer connected to the Internet that women

can use. Numerous other issues are just as important in determining whether women can

access technology” (Primo 2003, 37).

According to the same author, what improves or widens the gap in the gender digital divide

can be related to socio-cultural and institutional barriers. By socializing women over time

and since they are children to believe that technology is dominated by men, some women

gain what Natasha Primo calls “technophobia” creating a complex relationship between

women and machines due to their socio-cultural context.

Even though many scholars researched gender and ICT issues, most of the theories about

this topic either were supported by field researches or case studies and personal

observations and are not representative due to the lack of gender ICT statistics on national

levels.

According to Geneva Plan of Action which was developed by the World Summit on the

Information Society (WSIS) in 2003 “A realistic international performance evaluation and

benchmarking (both qualitative and quantitative), through comparable statistical indicators

and research results, should be developed to follow up the implementation of the

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objectives, goals and targets in the Plan of Action, taking into account different national

circumstances” (ITU 2013, E25).

In the second phase of the summit which was conducted in Tunis in 2005 it was stated that

We recognize that a gender divide exists as part of the digital divide in society

and we reaffirm our commitment to women’s empowerment and to a gender

equality perspective, so that we can overcome this divide. We further

acknowledge that the full participation of women in the Information Society is

necessary to ensure the inclusiveness and respect for human rights within the

Information Society. We encourage all stakeholders to support women’s

participation in decision-making processes and to contribute to shaping all

spheres of the Information Society at international, regional and national levels

(ITU 2013, 23).

The summit also emphasized the need to develop specific gender-desegregated

indicators to measure the digital divide (ITU 2010).

Although many efforts in addition to the WSIS were taken to improve women’s

accessibility to ICT, a gap in the gender statistics still can be observed over the world.

Many governments in the world do not consider a gender breakdown in their national

statistics, in addition to the fact that these statistics are not regularly conducted (Hafkin and

Huyer 2008).

Figure 3.1: Global internet users according to gender

Source: (ITU 2010, 202).

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The last chart developed by the ITU represents the internet users by gender in some of the

world’s countries. The data show that in the majority of countries still more men than

women use the Internet. The information provided by the ITU is based mostly on national

resources, and depends on the last available year as provided by each country.

And even though there is a gap in the gender disaggregated data we should not only

measure accessibility to the basic hardware of ICT (like access to internet), but also what

the women want is what should be measured. An analysis for the women’s agency,

capabilities and functionings should be taken in consideration. There is a big difference

between having the capability and having the opportunity to implement it.

In tackling personal empowerment in its most basic form, the women in both the

cases studies had to confront gender conditioning and power relations in the

decision to move outwards from the home into involvement of the group.

Sometimes this literally meant obtaining their husbands permission to do so.

(Rowlands 1997, 131)

In the same book Jo Rowlands defines power as “the ability of one person or group to get

another person or group to do something against their will” (Rowlands 1997, 9). The more

power one person has means the less the other person can have. This power can be seen on

the level of household to the level of policy making. In most cases this imbalance in power

is translated through extreme behaviors as violence or at least by taking away certain

resources like accessing ICT (Rowlands 1997).

Not only in the Arab World but in many countries over the world even in the developed

ones, women are socially but also economically marginalized. In her study about ICT and

women empowerment which was conducted in Egypt, Mona Badran states that access to

ICT helps in creating a supportive environment for economic growth, by contributing to the

improvement of business, education and employment opportunities. Women in developing

countries are marginalized. Within the current global context if there are no proper

programs and policies to ensure that women understand the importance of ICT, they will

become more marginalized (Badran 2010).

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3.2 Social Empowerment

Herbert Smith describes the women’s empowerment as a need to face the men’s control

over the women “class” in a “two-class” system controlled by common norms and values

(Smith 1989).

Social empowerment refers to attitudinal changes at the level of family,

participation in decision-making at home, progressive changes in the educational

status and increasing participation in various social activities (Varghese 2012, 120).

In a complementary definition we can see that the term empowerment includes the word

“power” and thus we can define women empowerment as the control of women over

material assets and intellectual resources. The process of challenging the existing power

dynamics in the patriarchal system and male dominance to gain control over resources is

called empowerment.

Social power is gained from the resources that the individual owns in a relationship;

(1) one’s ability to provide rewards or remove punishment, (2) one’s ability to

impose punishment, (3) one’s normative, role-oriented values, (4) one’s degree of

conformity in identifying with others, and (5) one’s degree of credibility or

informational influence (Sahay 1998, 19).

In her book Rowlands also sees that empowerment operates in three dimensions:

Personal: developing a sense of self and individual confidence and capacity undoing

the effect of internalized oppression.

Relational: developing the ability to negotiate and influence the nature of a

relationship and decisions made within it.

Collective: where individuals work together to achieve a more extensive impact

than each could have had alone (Rowlands 1997).

The last mentioned power dynamics can be considered some of different factors shaping

the gender roles. In this regard, the social factors can be summarized as:

Institutional arrangements that create and reinforce gender-based constraints.

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Socio-cultural attitudes, and ethnic and class/caste-based obligations that determine

men’s and women’s roles, responsibilities, and decision making functions.

Religious beliefs and practices that regulate men’s and women’s social contacts,

access to resources, mobility, etc.

The formal legal system that reinforces custom and practices giving women inferior

legal status in many countries (Huyer 2006a, 17).

Some scholars tackled the subject of women empowerment from broader perspectives.

Empowerment does not only mean enabling women to have control over assets but also to

have equal and equitable options, choice, control and finally power. It also means that

women actually exercise control and power over their own external and internal resources

like their own body, life, opinion, and decisions in public life (Huyer 2006).

Rowland and many other scholars conclude that this view of women empowerment is part

of a sociological conception which is influenced by normative systems, where social factors

like culture and religion play a role.

ICT can empower women through enhancing their participation in social life and help them

to have a role in decision making. ICT can reach women who have been outside the borders

of media and social sphere. By this ICT introduces for women a medium to establish

networks, communicate, and participate in debates to express themselves.

In a study conducted in 2006 the study assessed the role of ICT in expanding the women’s

assets and capabilities especially in rural areas in Mozambique. The study found that

community radios are the most common ICT tool used by women. Radio is free and access

to it is easy in comparison with other ICTs. 95% of the interviewed women clarified that

they listen to radio, and most of them are familiar with the radio schedule. “In general, the

women said that radio programmes are very important to them, because it is through them

they find out what is happening in the world…the community radio provides information

that rural women need and value because it is accessible, in their own language, and

increase their capability to act” (Macueve et al. 2009, 25)

The same study found a positive indicator regarding the role of other types of ICT in

women’s social empowerment. In the case of mobile phones, the mobility and flexibility of

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the mobile phones help women to keep regular contact with family and friends regardless

of the distance, something which strengthen the family links.

In another study published in Arabic, Khader Sari studied the impact of access to internet

on the social relations in the Qatari society. He found that the social impact on females is

more than it is on men even though 45.2% of the interviewees were females who had

access and regular use for the internet. 26.8% of the interviewed women confirmed that the

internet helped them to build new relations with males from outside the family. 26% of

them stated that they regularly use the internet to communicate with family outside the

country. In other indicators we can see that internet helped women to gain confidence,

women felt that they can meet new people, establish new relations, express their thoughts

and share their achievements. The study also shows how the internet created an

environment to avoid some of the cultural restrictions like meeting new people, as some of

the interviewed women personally meet men whom they already met on the internet (Sari

2008).

Even though there are other studies which show us the positive impact of ICT on the social

life of women, still ICT need to be implemented in ways that are gender-sensitive and

socially appropriate. Sophia Huyer gives us an example for using ICT as a tool to promote

education for women. Huyer says that even though introducing ICT in schools might not

bring immediate improvement in the students’ (girls’) achievements in some countries,

there still can be good results in particular situations and on the long run. ICT can provide

access to high quality curricula resources, relevant content to gender issues, distance

education which might not be available in schools, in addition to other benefits. But in aim

to effectively achieve this, a framework of policy and planning should be implemented by

the policy makers (Huyer 2006b).

“By engaging more girls and women in the development of ICTs, the world can better

ensure there is quality content, products, and services that meet the needs of girls and

women as well as their families, communities, and countries.” (Melhem, Morrell, and

Tandon 2009, 19).

15

Despite the last mentioned positive examples and many others that are introduced by

different scholars regarding the positive impact of ICT on the social life of women, still we

can see that ICT might have a negative impact if cultural, religious and other norms were

not taken in consideration.

A three years study in Zambia showed negative social impact on women who use mobile

phones. Mobile phones were a new focal point for social conflict between spouses, in some

of the cases men controlled the women’s use for mobile phone, or even forbade them using

their own phones. Some husbands thought that their wives might use the mobile phone to

communicate with other men. In a case when a woman tried to defend her asset and use her

power to control her mobile phone, her husband beat her because she did not let him check

her phone and text messages. These problems must be realized by the policy makers and

the implementing parties (like NGOs). It is not enough to implement ICT programs but

those promoting them must recognize the problems that might be caused for women and

need to be addressed through more active efforts, through gender awareness, gender laws

and policies, and most importantly law enforcement (Melhem, Morrell, and Tandon 2009).

Access to ICT can be seen as a step forward to bridge the gap in the gender digital divide in

the Arab World. It also can be seen as an awareness tool and a communication environment

to avoid the borders imposed by the cultural norms, especially when it comes to the

interaction between men and women outside the family. “Equitable access to IT and the

autonomy to receive and produce information relevant to women’s needs and concerns are

central to women’s empowerment and the construction of an information society for all”

(Elnaggar 2008, 283). Access to ICT might introduce to women a feeling of self-esteem to

and confidence in the ability to change. But still women have o overcome the existing

reality of the socio-cultural structures.

3.3 Economic Empowerment

Women’s role in society has traditionally been related to reproduction and women are still

widely seen to have the obligation to be responsible mothers and serve their families. This

role and other related concepts of gender roles have begun to change over time due to the

16

changing structures of societies and modernisation. But the entry of women to the labour

market did not change their perceived main responsibility, for example as being a primary

carer of the children (Jenkins 2004). One of the justifications for this can be that women

themselves are mothered by women and highly affected by the norms their mothers in their

term knew and practiced. From this perspective women grow up with the physiological

definition for their role and identity as future mothers (Chodorow 1978).

From a different perspective, Doreen Massey analyzes the topic depending on what she

calls “the social relations of production” referring to the structures of dominance and

subordination between economic activities in different places. Social structure of the

community, culture, the dynamic patterns of consumptions, the patterns of political and

geographical differentiations, all these factors and others contribute to improve or sustain

the dominance of men on many sectors in the economy (Massey 1995).

Figure 3.2: Male and female labour force participation rates, 1991, 1999, 2008 and 2009, and the gender gap in

economically active females per 100 males.

Source (International Labour Office 2010)

From the last table we can notice an increase in the percentage of working women,

especially in developed countries and clearly in the Middle East. Even though there is an

increase in the numbers of women who have paid jobs, still this does not give a clear

indication regarding bridging the gender labour gap. The labour gap still exists and

depending on other variables in which women are involved, like the poor conditions of

17

women who have part-time jobs, the wages gap between women and men, the increasing

divorce percentages, and the single mothers (Walby 1997).

As a clearer indicator the part-time employment is a sector which demonstrates clear

differences between men and women. Women find the part time work as an alternative to

sustain money and at the same time save more time for motherhood activities (Jenkins

2004). The statistics show us a steady slight increment in the percentage of the part-time

working females over the last few years, which reached 43.9% in 2003 in comparison with

39.8% in 1996. But a big difference between the percentage of the part-time working

women and the same percentage for men can be noticed. In the year 2003 the percentage of

the part-time working women was 43.9% while the percentage of the part time working

men was 33.5% (International Labour Office 2010).

The global statistics also show us the high variances in the share of employment between

men and women according to sector. “For example, women in most regions are more likely

than men to work in agriculture, mainly in subsistence-level agriculture under harsh

conditions with little or no economic security” (International Labour Office 2010, 38).

Even though the average of the global share of women in the service sector is almost 50%,

still huge variances can be seen in the industrial sectors. The male dominance in the

industrial employment can be clearly seen in the global statistics, especially in the

developed economies.

Figure 3.3: Female share of employment by 1-digit sector in 37 developed economies, minimum, maximum and

medians (latest years)

18

Source (International Labour Office 2010)

There is clear evidence in these charts that female workers are concentrated in services

sectors that are characterized by low pay, long hours and often informal working

arrangements. Even in the sectors where women dominate, it would rarely be women who

would hold the upper level managerial jobs (International Labour Office 2010, 39).

In this context ICT helps in creating a supportive environment for economic growth by

contributing to the improvement of business, education and employment opportunities.

Women in developing countries are marginalized (Badran 2010). In their study Ibou Sane

and Mamadou Balla found that mobile phones helped women in business matters to

communicate with their colleagues and suppliers. Women also used the mobile phones to

seek work, which allows them to be contacted when a temporary job is available. The

increasing need for the mobile phones by itself created a new source of income for women

who sell pre-paid credit cards for the mobile phones users. In the end of the study it is

concluded that mobile phones are helping poor women to increase their income by

19

facilitating their trading, establishing small businesses or by contacting family who can

resolve economic problems (Sane and Balla 2009).

In a study about the impact of ICT on women’s empowerment in Egypt, and depending on

a large sample of data and an empirical model, Mona Badran found that

The base group is women who live in upper rural Egypt and are wage workers.

Compared to wage workers, women as employers are empowered in the short

model…Compared to upper rural Egypt, living in all the regions is empowering

women as all the regions are statistically significant and positive. Real monthly

wage as a proxy for income is statistically significant and has a positive impact on

women’s empowerment (Badran 2010, 19).

Melhem, Morrell, and Tandon (2009, 39) summarize the ways in which ICT contributes

to women’s economic empowerment opportunities by

1. An increased ability for women to work from home

2. Improved employment opportunities for women in the ballooning IT sector

3. Increased ability of informal sector women to shift to the formal sector

4. Improved global market access for craftswomen through e-commerce

5. Transformation of traditional gender roles

6. Improved access of women, especially rural women, to distance learning and

distance work programs

7. Improved ability for sharing of experiences among women’s organizations

concerned with the economic well-being of women in the formal sector

8. Increased ability to avoid gender bias by having a gender-opaque medium

Even though the last examples were introduced to show the positive impact of ICT on

women’s economic empowerment, there are other debates that adopt a different

perspective. For example, employment is not the main burden to reduce gender inequalities,

while violence, sexuality, and social structure are factors that have stronger contribution to

the gender inequality. ICT might be considered as an opportunity for more employment or

more working hours, but still women are segregated by being poorly paid or by working in

specific narrow sectors. Finally the middle view says that the impact of a woman’s work on

20

her economic situation does strongly depend on the social context. Thus the impact of ICT

on the women’s economic empowerment in a specific area should not be analyzed as a

separate factor without taking into consideration the specific social context in that area

(Walby 1997).

3.4 Stereotype and Prejudice, Lobbying and Advocacy

Stereotypes are “psychological representations of the characteristics of people that belong

to particular group” (McGarty et al. 2002, 2), whereby attributes, that are ascribed to this

certain group in repetitive acts of generalization, are then assumed for each individual

belonging to the group. The attributes which are perceived to be typical for men and

women create so called “gender stereotypes”.

In various empirical studies it was shown that certain attributes such as being sensitive and

affectionate are considered more typical for women, while being aggressive and courageous

are more typically ascribed to men (Garcia et al. 2011).

In general the term stereotype is a term which developed over time and is highly related to

two main concepts, prejudice, and discrimination. A short definition for the term prejudice

can be “an antipathy based on faulty and inflexible generalization. It may be felt or

expressed. It may be directed toward a group as a whole or toward an individual because he

is a member of the group” (Dovidio et al. 2009, 6). The same source also describes how

different scholars defined prejudice as a negative view. For example, what is called hostile

sexism denounces and condemns women who deviate from their group’s traditional

subordinate role as defined in their respective society (for example women should

appreciate what men do for them). But at the same time prejudices do not only include a

negative view but also can include pernicious “positive” views (for example women should

be protected by men). While discrimination is the adopted standard behavior towards

individuals belonging to certain group, and is a result of their being collectively

"stereotyped" by others.

21

ICT can be used to refute the existing stereotypes and show the real capabilities of women.

One of the examples in this regard is the “Women’s Pirate Radio”. Unlicensed radio

broadcasting in the 1970’s and particularly in Western Europe, and under different names

these radio stations tackled women issues which were seldom considered in the traditional

radio programming. Topics like abortion, women’s sexuality, prostitution, and women

migration (Gurumurthy 2004).

But while the developed countries were improving the information society policies,

developing countries were still recovering from the wars and accumulated debts in the

1950s and 60s. Nurcan Törenli describes the obstacles which women face when using ICT

for advocacy and lobbying purposes. According to Törenli the main obstacle is the lack of

related policies that should promote expanding the ICT infrastructure and use, freedom of

expression, and access to information. Other obstacles are related to the historical events in

each specific area, like literacy rate, and the women’s economic situation. In this regard the

author introduces an overview of the “Turkish Women’s Advocacy Networks Movement”.

In his research Törenli found that there are 126 NGOs in Turkey which are interested in

women’s issues, and only 22 of them have email addresses for example. In spite of the

dependency of the women’s NGOs on the traditional communications tools, there are some

ICT programs taking place in Turkey. One of these projects is the “Flying Broom/Local

Woman Reporter Network Project” which

initiate a women’s information and news network to carry local issues and

grassroots women’s testimonies, demands, and priorities onto the national agenda;

to break dependency on the mainstream media as the source of local news about

women; to create a strong and solid ground for an alternative women’s media; to

provide local women’s NGOs and women the opportunity to take their places in

information society; and to make use of the different information technologies for a

more just, democratic, and egalitarian society. (Törenli 2005, 184)

Other scholars describe how globalization and the technicality of the new technologies

allowed women to overcome the problems related to their economic situation or even the

literacy rate. In the case of the Arab world for example, the main obstacles for women

advocacy are the culture and the lack of a democratic environment (Harcourt 1999).

22

Despite the debates of the current obstacles in using ICT for advocacy and lobbying in the

developing countries, some progress in this regard can be clearly seen on the ground. Egypt

is one of the latest examples for the rapid growth in using ICT for lobbying and advocacy.

This can be noticed after the wide participation of the Egyptian women in the revolution

which started through the social network “Facebook” on the 8 th of June 2010 (Vargas

2012).

According to the Global Gender Gap Report (2012), Egypt has been ranked in the bottom

10 in the last five years in issues related to domestic violence, harassment, work

discrimination, arranged marriages and more. As a response many women initiatives were

launched using ICT, one example for these initiatives is the website HarassMap

(www.harassmap.org). The website can be considered as an advocacy tool which allows

women to report sexual harassment using mobile phone text messages, smart phone

applications, email, or the social network Twitter. The website is designed to track

violations according to geographical distribution over Egypt.

Figure 3.4: a snapshot for the main page of the website (www.harassmap.org)

Source: www.harassmap.org

23

With the “uprising of women” on the internet and the social networks like Facebook , many

articles were published discussing if this is the right approach to achieve gender equality

and justice.

Chapter Four: Women and ICT in the West Bank

4.1 Social Status and Domestic Violence

The patriarchal system in Palestine still influences the family life in the West Bank.

Although the modernity of life and the high literacy rate helped in modifying the

Palestinian family culture and structure, key behaviors in the relations between women and

men are still rooted in the social family system. Such behaviors are also reflected in law

and organizational procedures, like the laws of property rights or the domination of men on

certain jobs. Other behaviors relating to the patriarchal system are translated in topics like

socializing men and women to accept certain roles in the society, emphasis on women’s

behavior especially in public, the shame and honor culture which restrict some of the

women’s decisions, and widen the gap in the division of labor (PWRDC 2010).

In her study about the social and economic status of the Palestinian Women in rural villages

and camps in the West Bank, Cheryl Rubenberg found that the core gender inequality in the

West Bank and mainly in the society of villages and camps lies in the repression of female

sexuality. A woman’s body and virginity are considered crucial when it comes to the

woman’s worth. In addition to that the author emphasizes on the role of the dynamics of the

family life that is built on the concept of patriarchy. Patriarchy in the Palestinian

community does not differ much from the other countries. It can be defined as the system

of monopolizing resources, maintaining the man’s power and status, controlling the female

body, drawing the lines of the women’s role in society, legitimizing violence, defining

work sectors for women and limiting women’s participation in the labor market, political

life and decision making positions (Rubenberg 2001).

The available data reveal high rates of domestic violence against Palestinian women. “In

2006, PCBS’s Domestic Violence Survey revealed that 61.7% of ever-married women were

24

exposed to psychological violence; 23.3% exposed to physical violence, and 10.9%

exposed to sexual violence at least once during the year” (PWRDC 2010, 4). Husbands

tended to justify beating their wives with reasons and mainly blamed the women's behavior

for having provoked the violence them. Around one third of the battered women believed

there was no excuse for their husband to beat them while of 69% of them justified abuse if

the wife was sexually unfaithful; “42% justified abuse if the wife challenged her husband’s

manhood; 40% justified abuse if the wife insulted her husband in front of her friends; 35%

justified abuse if she constantly disobeyed her husband; and 43% ultimately believed that a

battered wife was solely responsible for the violence against her because she must have

done something to annoy her husband” (PWRDC 2010, 5). The last data reflect the rooted

beliefs in the internalized patriarchal ideology. There is no specific domestic violence

legislation in Palestine. Palestinian women have two legal options, either by pressing

charges against the spouse or by requiring divorce on the basis of physical harm. Any of

these two options requires evidence of extreme violence (Human Rights Watch 2006).

4.2 Economic Status

4.2.1 Financial Resources, and Assets

Even though the Palestinian basic law guarantees equal civil and political rights for all

Palestinian citizens regardless of race, gender, religion, political opinion, or disability. Still

matters related to women’s status like marriage, divorce, and inheritance must be seen in

the context of Sharia law. This means that women in Palestine have less control over assets

due to the fact that they have a lesser share in the family inheritance (ASALA 2010).

25

Figure 4.1: women ownership of assets in Palestine

Source: (ASALA 2010, 32)

The data provided by ASALA show low percentages for the ownership of assets like cars

or land, in comparison to a higher percentage in the jewellery ownership which is related to

social behaviors like marriage and the culture of saving.

The low ratio of women’s ownership in the West Bank can be attributed to the financial

dependency on the male spouse in the family. In her study Cheryl Rubenberg found that

most of the interviewed women in the villages and camps of the West Bank expressed their

awareness of their right to work, but they also admitted that their husbands should give

them permission (Rubenberg 2001).

The women’s financial dependency on the man in the family is combined with a set of

restrictions which can be summarized in:

1. Lack of assets due to traditional family dynamics, and customary practices.

2. Gender discrimination in the legal system pertaining to personal status law

governing inheritance, marriage, divorce etc. that controls the basic freedoms of

women. The company and investment laws do not serve the needs of micro-, small

and medium size businesses.

3. Disapproval of women in the working world, doubts about women’s competence,

and perception of women’s income as supportive or secondary. Men remain the

main bread winners in the eyes of society (Riyada Consulting 2008, 4-6).

26

4.2.2 Education

The Palestinian society is highly educated, and the literacy rate in Palestine high. The

enrollment of girls in elementary school recorded (49.4%) of the students. Females in

secondary school constitute (53.1%) of all enrolled students. The percentage of female BA

graduates is also higher than males with a record of 58.5%. Lower percentages of women

enrollment can be noticed in the MA and above graduates (35%). Slight differences can be

noticed in the percentages between West Bank and Gaza: While the females registered in

higher education institutions in the West Bank recorded 56.5%, a slightly lower percentage

was recorded in Gaza (49.9%). In addition to the low participation of females in the Master

programs, females constitute only (16%) of the teaching staff in universities and colleges.

A clear gap can be noticed in the higher education topics chosen by females. Almost two

thirds of the enrolled females in the Bachelor studies are registered in social studies, the

arts, law, and the humanities. Much lower percentages of female students are registered in

the technical majors, 29.6% in engineering and architecture studies, and only 17.8% in

agricultural studies for example (PCBS 2008). This division creates a high competition

between female students on limited job opportunities due to the limited market needs that

meet their specialty and due to the labor market division which limit the female competition

in certain sectors of the Palestinian economy.

Even though the above statistics give a positive picture about the female participation in the

education system in Palestine and especially in the West Bank, a quantitative research

shows us a different aspect of the situation:

Only 1/3 (31.7%) of respondents stated they did reach the aspired level of

education while (68.3%) indicated to have not. Per governorate, women

from Ramallah, Bethlehem, and Nablus can be described as having reached

the level of education they have always aspired. It could be noted that the

majority of women stating to not having reached the level initially wanted

have only completed “primary” and “secondary” education (ASALA 2010,

36).

27

4.2.3 Employment

The gender gap is still apparent in terms of participation in the labor force, wages, and

unemployment. Available statistics indicate a decline in Palestinian women’s participation

in the labor market, and higher rates of women’s unemployment compared to men. The

ratio of women involved in unpaid work is still very high and significantly affects the

Palestinian economy (Shabaneh and Jawad 2009).

The latest statistics indicate that the labor force1 participation recorded 45.4% in the West

Bank and 40.3% in the Gaza Strip. The gender gap in the labor force participation is still

big, given that female participation stood at 17.3% compared to 69.2% for men. The

unemployment2 rate in the West Bank and Gaza recorded 29.5% for females in comparison

to 18.8% for males (PCBS 2012).

Figure 4.2: Labor Force Participation Rate in the Palestinian Territory by Sex

Source: (PCBS 2012, 5)

1 Labor force according to the PCBS definition: the economically active population (Labor Force) consists of all persons 15 years and over who are either employed or unemployed as defined above at the time of survey.

2 Unemployment according to the PCBS definition: Underemployment exists when a person’s employment is inadequate in relation to alternative employment, account being taken of his/her occupational skills.

28

The same report shows that the highest percentage of the working females in the

West Bank was in the services sector (48.8%), while 27.7% of working females are

in the agricultural sector. These percentages are considered high in comparison with

the male participation in these two sectors (22.5% services and 11.2% in agriculture).

But still men do dominate some sectors like the construction with a percentage of

21.4% in comparison to the females participation in the same sector which achieved

0.5%. In the commerce, restaurants and hotels males achieved 22.7% in comparison

to females (10.7%). Other variances reflecting the low participation of females in

certain sectors can be found in sectors like transportation (1.5%) and manufacturing

(10.8%).

The decline in women participation in the labor force is associated with

several economic factors…particularly low wages and women’s involvement

in marginalized labor. Additionally, it is important to consider the social

factors which influence women’s entry into the labor market. Not only do

women enter at a later age compared to men, but cultural factors coupled

with limited available occupations determine the economic opportunities for

which women can compete. (Shabaneh and Jawad 2009,7)

In addition to the last mentioned factors, in the Palestinian case the factor of education

plays a major role in the current gender disaggregation in the Palestinian market. It can be

noticed that the bulk of the Palestinian female labor force contains females with 13 and

more years of education. The years of education also affect the sectors in which Palestinian

women are active. As noticed, Palestinian women with lower education mostly engage in

the agricultural sector, as opposed to the ones employed in the services sector (ASALA

2010).

29

Figure 4.3Female participation in agriculture and services, per years of schooling

Source: (ASALA 2010, 43)

4.3 Access of Women in the West Bank to ICT

According to PCBS (2011) the percentage of households with own computer in the West

Bank increased significantly from 26.4% in the year 2004 to reach 50.9% in 2011. An

increase from 9.2% to 30.4% can be noticed on the percentage of households who use

internet in the same years. Internet use in the West Bank showed a percentage of 30.6%

with a slight difference from Gaza which achieved 30%.

For some ICT types very high percentages can be noticed. For example the percentage of

the households with a satellite dish in the West Bank was 95.9%. A similar percentage

(95.1%) was recorded for the households with mobile phones in the West Bank.

Other increments can be noticed in other ICT elements like ownership of mobile phones or

in the percentage of people who use a computer. Even though certain development occurred

in the access to ICT in the West Bank, still some areas like Tulkarm where 54.7% of the

30

households clarified the unavailability of computers in their houses can be considered as

areas which lack ICT infrastructure in comparison with areas like Ramallah which has only

36.9% of computers unavailability (PCBS 2011).

Source: (PCBS 2011, 16)

The PCBS defined the computer usage by being the “basic use of the computer during the

previous twelve months, such as opening the computer and files, creating, copying, pasting,

and saving files”. A similar definition was also applied for the internet usage as the “basic

use of the Internet during the previous twelve months, such as access to certain sites,

reading newsletters, and downloading files or programs from the web” (PCBS 2011, 9).

According to these definitions the PCBS results indicate that for the Palestinian individuals

over 10 years old 53.7% use the computer, 54.8% in the West Bank and 51.7% in the Gaza

Strip: 58.5% of males and 48.7% of females. The same indicator was applied for the usage

of internet with the result of 39.6% of the Palestinian individuals use the internet, the use of

internet varies between males (72.7%) and females (66.%) (PCBS 2011).

A lack can be noticed in ICT related reports and studies. Most of the studies on Palestine

depend on the PCBS data. Other studies some of which have been used in previous

chapters do not identify clear indicators with regard to the social or economic impact of

ICT.

The last presented indicators (as obtained from the PCBS) showed minor variances

between the West Bank and the Gaza Strip in terms of ownership and usage of ICT. By

31

Figure 4.4

taking the data of the PCBS it is hard to assess the impact on the ownership and

accessibility to ICT according to differences in the social and economic situations between

regions like cities, villages, camps, and Bedouin communities, in addition to the socio-

economic differences between the West Bank and Gaza. Depending on previously

described theories, the indicator of the ownership as provided by the PCBS does not reflect

female ownership of ICT. In regards of usage, even though the indicator of internet usage

for example was connected to other variables like the main purpose of usage, but this data

represents all the individuals older than 10 years which gives a misleading impression

about socio-economic empowerment variables (like work, and communication as purposes

of use).

Figure 4.5: Percentage Distribution of Persons 10 Years and Over in the Palestinian

Territory Who Use the Internet by Main Purpose of Use and Sex, 2011.

Source: (PCBS 2011, 23)

32

Chapter Five: Research Methodology and Method

There are basically two types of researches, quantitative and qualitative. Qualitative

methods are usually used to describe characteristics of people and events without

comparing them to measurements. In this regard a qualitative research aims to study things

in their natural settings attempting to make sense of a certain phenomenon (Thomas 2003).

Thus a qualitative research leads to answer the “why” and “how” about a certain

phenomenon (Glenn 2010). Quantitative methods on the other hand focus on measurements

and amounts. In this regard quantitative researcher looks for numerical and statistical

results which can be generalized to other persons and places (Thomas 2003).

This study depended on a Quantitative approach through a questionnaire-field

survey that targeted a sample of Palestinian women in different locations in the West Bank.

In aim to chose the methodology the researcher conducted field visits to Palestinian

Organizations, Private companies, and Governmental institutions to assess the needs of the

research. And once that the research main focus is to assess the impact of ICT on the

economic situation of the Palestinian Women in the West Bank, it was very important to

find Palestinian Women who are economically empowered in aim to test to what limit ICT

contribute to their economic achievement. The researcher found that the number of

Palestinian Women entrepreneurs was low, and most of the women entrepreneurs were in

the city of Ramallah or coming from urban areas in the West Bank. This should not be

considered as one of this study’s findings once that the main aim of this study is not to

assess the women entrepreneurship in the West Bank, which by itself requires a separate

study.

Thus and in aim to obtain results which can be generalized, the researcher decided

to depend on a Quantitative approach. In this regard the researcher distributed 190

questionnaires in the period 7th of March to the 15th of March 2013. The study covered rural

and urban areas in the West Bank including:

33

Hebron city, Bethlehem city, Ramallah city, Nablus city, and Jenin city. In addition to

Sikka (Bedouin Community in South Hebron), Al-Hazaleel (Bedouin Community in the

Jordan Valley-East Jerusalem area), Qarawat Bani Hassan (Village in Salfit district), and

finally Jayyoos (Village in Qalqilya district).

The questionnaire included two types of questions, closed and multiple choice questions.

The questionnaire was design to be divided to seven sectors (General characteristics),

(Access), (ICT and education), (ICT skills), (Content), (ICT and lobbying and advocacy),

and (ICT and economic empowerment).

Once that the targeted community in the questionnaire were women in total, the researcher

was hesitated to include opened questions in the questionnaire due to the possibility of

affecting the respondents reaction in some conservative areas especially that the researcher

is male. Thus the researcher also depended on his observations and notes which were

included in the results presentation as follow.

The researcher depended on the descriptive analysis for all the variables of the

questionnaire to present the data as in the following chapter. Descriptive analysis was used

to show the valid percentage for each variable, in addition to cross tabulation between all

demographic data and ICT dependent variables. On the other hand One Way ANOVA to

test was applied in aim to test the hypotheses.

Chapter Six: Data Presentation and Analysis

6.1 General Characteristics of the Sample:

34

6.1.1 Age Composition of the Sample:

The results in table (1) show that the community of the study is generally a young

community. 53.2% is the percentage of the individuals between (18-22) years old, as it is

the highest percentage among the ages of the rest of the community. The last percentage

was followed by the age group (23-30) years which reached 26.3% from the total of the

respondents. While noticed that the percentage of the respondents aged (31-40) years

reached 13.7%, and the lowest percentage 0.5% reflected the percentage of the respondents

who are younger than 18 years old.

6.1.2 Marital status

As presented in table (2), the majority of the respondents were single with a percentage of

66.3% in comparison with the percentage of the married respondents which reached 32.6%.

For the rest of the respondents the percentage 1.1% applied for the category of “single

mother” which included the status of being a widow, divorced, or separated.

6.1.3 Place of Residence

Regarding the place of residence as noticed in table (3) that 52.6% of the respondents live

in the city, while the respondents who live in the village were 31.6% in comparison with

12.3% in Bedouin communities and 3.5% in camps.

35

6.1.4 Level of Education

Table (3.1) indicates that the highest percentage was for the Bachelor Degree holders

(52.6%), followed by the Diploma holders (14.2%). The respondents who finished the

secondary school recorded a percentage of 10.5 % while for the Master Degree holders the

percentage was 10.0%, as it was for the level of high school (Tawjihi) 10.0%, and only

1.1% of the respondents hold a PhD degree.

6.1.5 Profession

Regarding the respondents profession as shown in table (5), 44.2% were students (mostly

Bachelor degree students), 35.8% were working in the private and organizational sectors,

followed by 4.7% in the governmental sector. The unemployed respondents recorded

11.1% and 4.2% are workers (including freelancing). There was no direct question about

the type of work according to certain sectors once that the aim of this is study is not to

assess the gender disaggregation of labor. The current disaggregation as presented in this

study was built on the assumption that the work circumstances for each of the presented

categories are similar.

6.2 Access

For question number (10) in the questionnaire, the results as described in Table (9) show

that Television is available at 97.9% of the respondents homes, 92.1% was recorded for

computer availability , 95.3% for mobile phones, 88.9% radio, 85.3% internet, and finally

the land line telephone which recorded the lowest percentage 71.1%.

36

The data reflect that the physical access to ICT is not a problem in the West Bank; in

general the reflected percentages can be seen as excellent if compared with other countries.

The lowest percentage was for the landline telephones which can be justified by looking at

the high percentage of mobile phones which is considered as an alternative. As noticed that

the internet percentage is higher than the land line phone connections, which gives an

indication that internet has a higher priority in for the Palestinian families, and might give

an indicator that there are other sources of internet connection but the landline ADSL

connection (something which is not specified in the research).

When analyzing the availability of ICT types according to place of residence we can see as

summarized in table (9.1) that the residents of the city dominated the highest percentages

for ICT ownership for all of the ICT kinds, followed by the village residents and finally by

the camp and Bedouin communities residents. For the city and village residents no major

variances can be noticed between the different types of ICT, different types of ICTs for

these two categories occupied close percentages. On the contrary with the resident of the

Bedouin communities and camps where the land line telephone occupied the lowest

percentage in addition to the computer and the internet.

The highest percentage in the Bedouin communities and camps residents was occupied by

the availability of Radio, Television and mobile phone.

In aim to assess the causes of the unavailability of some ICT types question (11) was

presented. This question was designed to include some of the causes described in the

literature review like the high cost, lack of skills, the availability of an alternative, and most

importantly the power dynamics inside the family which give the power of decision to the

man. In this regard and as shown in table (10), most of the respondents justified the

unavailability of some ICT types in their home by , 15.8% no need for these types, 11.6%

there is an alternative, 6.8% of the respondents see that there are negative effects of the

unavailable ICT types. 6.8% of the respondents declared that there is someone at home who

is not convinced in the need for them, 5.3% of them do not have certain types due to the

high cost of purchasing or maintaining them. 3.7% of the respondents do not have time to

use certain types of ICT, while 3.2% of them do not know how to use these types.

37

By looking at the data we can notice that the majority of the justifications were “no need

for them” and “there as an alternative” reflecting what are considered old technologies like

the land line phone and radio which also meet the results described in the previous chapter.

But we still can see that the response to the categories “negative effects” and “there is

someone at home who is not convinced in the need for them” is quite high in comparison

the last two categories. Which reveals that certain stereotypes about certain types of ICT

(like internet) do affect the people’s choice of owning these types. It is also an indicator

that women access to ICT is somehow affected by the power dynamics inside the family.

The retrieved percentages give a higher value than as presented in numbers if we compare

them to the last two categories (do not have time to use certain types of ICT, and do not

know how to use these types). Women might be less conservative to report about last two

categories but highly affected by the culture of shame to report about their right to decide

accessing certain types of ICT (for the choice “there is someone at home who is not

convinced in the need for them”).

In this regard an analysis was conducted for the unavailability of these ICT types according

to the places of residence, the results were described in table (9.2) and can be summarized

by the following:

All of the high percentages were dominated by the camp and Bedouin community residents,

while here worth to focus on the choice of “they have negative effects” especially that

71.4% of the respondents who made this choice are residents of the village and Bedouin

communities residents which confirms the last assumption that certain serotypes do affect

the choice of having certain types of ICT which can be noticed in the more rural and

conservative areas.

The highest percentage (80.0%) was also dominated by the residents of the last category for

the choice “there is someone at home who is not convinced in the need for them”. This

indicator emphasizes on the described theories and show that the power dynamics inside

the family play a major role in access to ICT in rural communities. This percentage was

followed by the village residents who made 20% of the choices for this option and finally

0.0% for the residents of the city. By looking at the factor of cost we also see that 62.5% of

38

the respondents who chose the “high cost” as a reason for the unavailability are residents of

Bedouin communities and camp, the percentage is also distributed between the city and the

village residents (30.8%) and (23.1%).

To assess the accessibility of women to ICT outside of home question (12) was introduced

in the questionnaire. The percentages in table (11) show us that accessing ICT out of homes

has lower values than accessing ICT at home. The highest percentage was for the mobile

phone 76.3% followed by the internet 68.4%, the computer 44.2%, radio 43.2%, land line

telephone 20.0%, and finally television 15.8%. As noticed that the internet percentage in

this question is higher than the percentage of computers this might be justified by the wide

spread of the internet services in public places like the WiFi networks or the internet

connection through the mobile phone company provider. This is assumption is also

supported by the high percentage for the availability of the mobile phones which also

includes smart phones which have the ability to log into internet through.

In the end we can see that the main focus in the future should be on internet and mobile

phones as tools of empowerment. Some technologies are considered old like the land line

phone and radio, while television is available inside home but hardly outside the home.

There is a lack in the technological infrastructure in the Bedouin and camps communities.

The results of the unavailability support this result, which also leads to limited women

accessibility to ICT in these locations and should bring the attention of the policy makers

and working NGOs in these communities.

6.3 ICT and Education

Under the assumption that higher levels of education would enhance the employment

opportunities for women, building that on the theories provided in previous chapters and

connecting that with the obtained statistics from the PCBS, certain questions were

introduced to assess the contribution of ICT to the women’s educational level.

As shown in table (6) analyzing question number (7), 16.3% of the respondents continued

their higher studies in one of the ICT majors while 83.7% of them chose other majors in

39

their higher education. Once that part of the questionnaire distribution took place in four

universities in the West Bank (Hebron, Bethlehem, Birzeit, and the Arab American

University Jenin) and for a random sample of the students we can say that the percentage of

women who studied ICT is quite fair in comparison with the national statistics. This

question was followed by asking if the respondent “does work in the ICT sector” in aim to

assess if there is a male dominance on the ICT sector on the work level. The link is

established in a following chapter.

Regarding using ICT as a tool for educational purposes question (8) was introduced. Table

(7) shows that 53.7% of the respondents use ICT for all the indicated options. While 23.2%

use ICT for research purposes, 17.4% to communicate with the academic staff, 2.6% use

for the purposes of editing and translation purposes, and 11.6% do not use ICT in their

study. Taking in consideration the high percentage for the choice of “all mentioned” we

notice that ICT provides a main tool for women for educational purposes, especially for the

research and communication purposes.

Once that this question is highly related to the level of education an analysis for this

variable was linked with the respondents level of education in table (7.1). We can notice

that the highest percentages of ICT use for educational purposes were dominated by the

Bachelor degree students or holders followed by the master degree students and holders.

Respondents who have a level of primary education did not use ICT in this regard. While

the majority of the respondents who have a secondary indicated very low percentages for

the use of ICT in this regard we still can see that they used it for communication with

colleagues and academic staff and slightly for research (6.8%), and used it for all options

with a percentage of (6.9%).

The revealed data show a gap in the educational system in the schools (especially that the

lowest percentages were obtained from the primary and secondary level of education

respondents). We can assume that schools still use ICT as a tool for memorization but for

research purposes. It still can be noticed that ICT as a tool is very well used by the bachelor

and master degrees holders which might be justified by the nature of the studies which

force them to use ICT for the academic purpose and affected by age which allow them to

have the skills and awareness for the ICT use.

40

As indicated in table (8) responding to question (9), 38.4% of the respondents declared that

they gained an academic degree or were enrolled in an academic course using E-learning,

in comparison with 61.6% of them who did not. Following the last assumption that age

plays a role regarding the ICT use for academic purposes table (7.2) was introduced to

show the use of E-learning according to age. We notice that the highest percentage for the

respondents who were enrolled in E-learning is for the age 18-22 with a percentage of

(52.1%), it is also noticed that the percentage becomes lower for older ages to reach only

(5.5%) for the age 41-60 years old respondents

The percentages show a current orientation by the younger generation to this type of

education which should bring the attention of the academic institutions and policy makers.

6.4 ICT skills

As specified in table (12) and responding to question (13), 78.4% of the respondents

clarified that the English language is a basic requirement to access ICT, in comparison with

21.6% of the respondents who do not believe that English can be an obstacle to access ICT.

Thigh percentage which indicates the level of importance of the English language is also

reflected in the results of a following question regarding the lack in the Arabic content on

the internet as to be presented later.

For question number (15) and depending on table (14) we can see that 88.9% of the

respondents declared that they have the skills to use a computer, in comparison with 11.1%

who do not have computer skills. In comparison to the place of residents we can see from

table (14.1) that 58% of the last mentioned percentage was contributed by the city residents,

followed by 35.4% by the village residents and finally a very low percentage for the village

and the Bedouin communities residents with a (6.3%) only.

These percentages indicate a very big gap in the ICT skills in rural areas which should

bring the attention of the policy makers. The low percentages regarding the computer skills

in rural communities should not be read in separate of the last presented low percentages of

41

the availability and accessibility. We can assume that one of the main reasons for the low

computer skills that residents of rural areas do not practice using computers due to the lack

in their availability.

While for the ability to conduct a search for certain content over the internet reflecting

question (16) and as shown in table (15), 76.8% declared that they have the needed skills to

search for content over the internet in comparison with 23.2% who do not own these skills.

These percentages reveal fair skills for using ICT, the researcher in this regard did not

include other kinds of ICT like television, radio, or even new technologies like smart

phones or tablet computers assuming that these types are either old technologies which are

easy to use or similar to the platforms of the common personal computers.

6.5 Content

According to the results of question (14), table (13) shows that 76.3% of the respondents

think that there is a gap in the Arabic content on the internet, in comparison with 23.7%

who believe that the Arabic content is satisfactory. The result is relevant to the high

percentage for the belief that English language is a basic requirement to access ICT, which

might be related to the technicality of the technology but also to the limited availability of

the Arabic information over the internet.

Regarding question (21) as described in table (20), 37% of the respondents were satisfied

by the internet content related to the Palestinian Women issues, in comparison 63.0% who

were not satisfied. These results do not vary very much from the results of question (14),

while a deeper view can be touched in the following section of “lobbying and advocacy”.

42

6.6 Lobbying and Advocacy

Most of the results presented in this section have a direct relationship with the previously

described concept “Stereotype and Prejudice, Lobbying and Advocacy” in chapter 4.4.

The analysis for the answers of question (17) as shown in table (16) clarify that using

computer to obtain information related to women issues achieved the highest percentage

60.0% followed by the television 25.3%, radio 24.2%, smart phone applications 21.6%

while 18.9% of the respondents did not use ICT in this regard. In comparison to the last

presented data in the “Access” section we notice that using television and radio to obtain

women related information is very low. 18.9% of the respondents did not use ICT in this

regard can be considered a high percentage in comparison with the data that reveal the

availability of ICT inside and outside their homes. We still can see a trend towards using

mobile phones by looking at the high percentage of using the smart phones applications,

this is the second time we notice the importance of the future of this technology in addition

to computers which again achieved the highest percentage. At the same time and again we

can touch the gap in the Bedouin and camps communities, we assume that women

accessibility in these communities to women related information is limited. This

assumption is built on the results indicating that the use of Radio and Television to access

women related information is generally low.

For question (18) the data shown in table (17) reflect that only 22.6% of the respondents are

active members in women related activities using ICT (internet women forums, social

networks, radio or television programs…), the majority of the respondents 77.4% are not

active in this regard.

By comparing this variable to the level of education as shown in table (17.1) we notice that

the majority of the active members are bachelor and masters degree holders followed by the

diploma and finally Tawjihi holders. This gives us an indication that there is a direct

relationship between the level of education and being an active member in women issues.

This should bring the attention of the policy makers, that woman who are educationally

43

vulnerable need to be better aware about the benefit of using ICT to have access to their

rights.

While for question (19) and depending on table (18) we can see that the percentage of the

respondents who contributed in the women related content on the internet was 26.5%, in

comparison to 73.5% of them who did not. This indicates that the dependency on internet to

obtain women related information is slightly higher than other technologies. In comparison

with the percentage of the satisfaction about the Palestinian women related content on the

internet, we notice that the lack of content can be considered one of the main reasons for

the low percentage of women participation and contribution.

Even though the main aim of this study is not to assess the availability and quality of the

Arabic or Palestinian content on the internet (which by itself need a separate study), but it

was highly important to focus in this study on the content related women issues and rights,

as an important tool for the women social empowerment.

6.7 Economic Empowerment

Reflecting question (5) and as shown in table (4), 16.3% of the respondents indicated that

they work in the ICT sector, in comparison with 82.6% who do work in the sector. the close

percentage to the percentage of women who studied in one of the majors of ICT indicate

that there is no dominance by men on the ICT sector on the work level, while it worth to

mention that there might be other opportunities for gender gaps which this study does not

show. For example the percentage of the ICT female students in comparison to the male

students, or the positions gained by women who work in the ICT sector in comparison to

the positions of men who work in the same sector, these factors and others were not

measured in this study.

Depending on previously described cases where building relationships helped women to

improve their economic and financial situations question (20) was introduced. Table (19)

shows us that the majority of the respondents (58.7%) declared that they established social

relationships using the internet, in comparison with 41.3% who did not. This percentage

44

can be considered fair taking in consideration the sensitivity of the question if we take the

socio-cultural aspect in consideration.

In table (21) and reflecting the responses to question (22) we can see that 61.1% of the

respondents do use ICT during their work, while 38.9% of them do not. This shows a high

indicator for the dependency on ICT at the work level. Especially if we exclude the

unemployed women, workers and freelancers (assuming that most of them do not use ICT

in sectors like agriculture or building).

A direct question (23) followed, and as analyzed in table (22) we can see that 75.8% of the

respondents did not use ICT to enhance their financial situation. 8.4% enhanced their

financial situation by using ICT indirectly through their current work. 6.8% enhanced it by

working or finding work through the internet. But we might consider this indicator is

misleading assuming that employed women consider ICT as a necessity to accomplish their

work but an optional choice (saying this and comparing it to the last high percentage for

using ICT at work).

The percentage of women who enhanced their financial situation by finding work through

the internet can be considered high in comparison to other categories like “establishing my

own business” (2.6%) or building work related relationships (4.7%).

Depending on table (23) and reflecting question (24) we can see that 45.3% of the

respondents did search for work using the internet in comparison to 54.7% who did not.

While the results of searching for work using the internet according to place of residence as

shown in table (23.1) indicate that 73.1% of the respondents who answered “Yes” were

from the city, in comparison with 26.9% from the village and 0.0% from the camp and

Bedouin communities. The low percentages in the rural areas might be related to the work

opportunities available in the cities and to the women conservative environment which

limits their chances to leave their village, camp or Bedouin community in aim to go live

and work in the city.

The same variable (searching for work using the internet) was also analyzed according to

the level of education revealing the data analyzed in table (23.2). As we notice and again

45

the highest percentage was for the bachelor degree holders, followed by the master and

finally the diploma holders, while for the rest of the categories the percentages can be

considered low. It might be referred to the majority of the specifications especially for the

bachelor degree holders and the high competition in the market of their majorities. But

finally this indicates that for certain women ICT provide a main tool to look for work, even

though this study does not measure the economic opportunities available for women on the

national level or the gender disaggregation according to the economic sectors.

By analyzing the responses for question (25) “Rank the contribution of ICT in the

following terms”; table (24) shows us the ranking of specific questions which are mainly

related to the power dynamics in the work environment. And after excluding the

respondents who are unemployed or students, workers and freelancers were also

excluded due to the assumption that most of the workers do not use ICT especially in

sectors like agriculture (building this assumption on previously described data

regarding the gender disaggregation in the labor market). Some of the most striking

data can be summarized by:

Finding work: the bulk of the data ranged between “Good” and “Excellent” while

6.4% of the respondents answered “Not applicable”, and in comparison to the

results of the question “did you search for work using the internet?” we can say that

ICT was a good tool for women to find work.

Facilitating the work tasks: 50.6% of women ranked the contribution of ICT to this

term by being “Excellent”, 31.2% ranked it for being “Very good” the following

ranking was for being “Good” while the ranks “Weak” and “Not applicable”

achieved very low percentages. This percentage also meet a previous assumption

that employed women depend on ICT in their work as a basic tool to facilitate the

work tasks.

Having a higher position in the work place: even though the bulk of the data can be

found in the range “Good” (24.7%), “Very good” (32.5%), and “Excellent” (20.0%)

still a high percentage can be noticed for the choice “Weak” (15.6%). We can notice

that the percentages were close for the different options which indicate that the

respondents were hesitated to clarify that ICT has a direct contribution for gaining a

46

higher position. Something which can be justified by the power dynamics at the

work level and the dependency on the decisions of the higher management levels at

work. This term was followed by other terms which emphasize this assumption.

Accomplishing new tasks at work: in this term the answers also varied by being

“Good” (23.4%), “Very good” (26.0%), and “Excellent” (18.2%) still a high

percentage can be noticed for the choice “Weak” (22.1%), and the percentage of

“Not applicable” (10.4%) also was high. In this term we can see that ICT is

considered a basic tool to accomplish certain specified tasks. Connecting the results

of this term with the previous two terms, ICT is considered to be a tool to facilitate

the tasks of work but has no direct impact on the woman’s position at work.

According to the results there was no clear positive indication that ICT can

empower women on the work level in terms of giving her a higher position or by

giving her new tasks to accomplish which leads to give her a higher proportion of

the leading and decision making power.

Enhancement of the work quality and efficiency: only 1.3% of the respondents

ranked this term by being “Not applicable”, and only 5.2% ranked it by being

“Weak”. Clear indication that ICT has a big contribution to the enhancement of the

work quality and efficiency especially that 40.3% of the respondents ranked this

term by being “Excellent” and 32.5% by being “Very good”. Again this indicator

does not contradict with the last assumption that ICT is considered a basic tool to

facilitate work.

Receiving financial promotion: the bulk of the data can be seen in the choices

“Weak” (44.2%) and “Good” (20.8%) while only 3.9% of the respondents answered

“Excellent” and 13.0% with “Very good”. We also should notice that the percentage

for the choice “Not applicable” was very high (18.2%). Once that a financial

promotion is a high level decision we can justify the results we have. This means

that gaining a higher position has no direct impact by ICT under the current work

circumstances in Palestine.

47

Having the chance to get a secondary job: the results were distributed over the

different choices, and even though the choice “Excellent” had the lowest percentage

(10.4%) still we cannot consider this indicator very accurate. In general we can see

that ICT has a weak contribution in assisting women to have a secondary job, but

this also depends on external variables (not directly related to the current work

environment) social circumstances, place of residence, marital status and number of

dependents, the woman’s level of education specialty, which requires a deeper

analysis in aim to have more accurate percentages.

Reducing working hours: once that most of the respondents are employees (there

was no choice in the questionnaire if they were part of full time employees) we can

see that most of the respondents gave a “Weak” ranking (37.7%) for the

contribution of ICT to reduce the working hours, in comparison to only 7.8% of

them who gave an “Excellent” ranking. This might be also related to the last

mentioned assumption of the decision making and power dynamics at work, but

also to the work regulations which force women to remain certain hours in their

work according to already signed contracts. In general ICT contribution in this

regard can be considered weak which might have a reflection on the woman’s social

life as a carer for her family and children (as already conceived in the Palestinian

society). In aim to be more precise in this side another term followed “working from

home sometimes” in aim to see if women can use the same working hours but with

some mobility.

Accomplishing tasks faster: this term is designed to emphasize the results of the

term “Enhancement of the work quality and efficiency”. As we can see from the

analysis the results were very close between the two terms. Only 6.5% of the

respondents ranked this term by being “Weak”, the main bulk was for being

“Excellent” (50.6%) and “Very good” (24.7%).

48

Working from home some times: following the term “Reducing working hours” to

assess the contribution of ICT to the flexibility at work. We notice that the highest

percentage for this term went to the ranking “Excellent” (33.8%) followed by the

ranking “Very good: (24.7%) the percentage goes gradually lower for the other

choices. This indicates that ICT can be used as a very good tool to assist women to

have more time closer to their family in aim to hold their family responsibilities (as

already defined by the society).

Gaining a high position: this term was a direct question for the respondents to assess

if ICT would help women to gain a high position in general and not necessarily in

their current work. The highest percentages were directed for the choices “Weak”

and “Good” with a percentage of 31.2% for each. Followed by 18.2% for the choice

“Not applicable” and only 6.5% for being “Excellent”. In general this indicate that

there is a weak contribution for ICT in gaining a high position, but also the high

percentage of the choice “Not applicable” show us that this result is not very

accurate due to the general nature of the question taking in consideration that there

are many external variables that highly contribute to have a high position.

Monitoring financial resources: the answers for this term were distributed on the

different choices. Even though we can see that a high percentage was for the choice

“Weak” (26.0%) but we should not read it without considering the percentage of the

choice “Not applicable” which was the highest (28.6%). This indicates that ICT

plays a minor role in assisting women to monitor their financial resources. The last

result might be highly connected to the power dynamics inside the family and to the

financial circumstances of the family, like the income of the man and woman in the

family, or the regular monthly payments which finally lead the woman to follow a

customary system to monitor her financial resources without the need for ICT.

49

Chapter Seven: Summary, Conclusion and Policy Implications

The aim of this is study is to present for the policy makers recommendations regarding the

role of ICT in women’s empowerment in the Palestinian society in the West Bank. And by

taking the special Palestinian social and political contexts in consideration, the

recommendations are also targeting the working local and international NGOs who hold

part of the national responsibility.

Depending on the literature review and on the results of this study we can say that ICT

plays a major role in the social and economic empowerment of Palestinian women. Despite

of the socio-economic barriers, the results of this study emphasize this important role of

ICT. Depending on this and taking in consideration the rapid development of ICT

worldwide policy makers should consider the development of the ICT sector as one of the

main priorities in Palestine.

Through this study we can see that the technological infrastructure is has been improving

over the last few years in Palestine. There is a positive trend towards the use of new

technologies like the internet and mobile phones (which includes smart phones). Despite

the last mentioned result we can notice that rural areas in Palestine lack this technological

infrastructure and still satisfied with the old technologies (like Radio and Television). There

is a technological gap between the rural and urban areas of the West Bank. This gap is

sustained through the belief that new technologies have negative effects, or by the absence

of the technological skills, and other factors. This should bring the attention of the policy

makers in aim to enhance the technological infrastructure in rural areas. This also comes

with a responsibility to enhance the technological skills of the individuals in these areas,

ease of accessibility, and efficient use.

Building this on the results of the study we can see that women do highly depend on ICT as

a tool for economic empowerment. High percentages were obtained for example regarding

the dependency on ICT as a tool to facilitate work, enhance the work’s quality, or to find

work using the internet, in addition to other examples. Unfortunately this opportunity of

using ICT is not available for rural women, who do not only lack access to ICT but also

lack the skills and awareness of using it. In this regard policy makers should not only

50

consider future ICT related policies and programs but also to consider ICT as a tool of

women empowerment. Awareness programs about the future benefit of ICT, in addition to

technical training have to be highly considered.

A general gap was noticed in the Palestinian Women related content and especially the

Arabic content. Programs to enrich the women related content and information on the

internet should be implemented. In addition to this the women related content in the Radio

and Television programs should be more appreciated and strengthened in aim to reach

women in rural areas.

Even though ICT in the West Bank can be consider a tool for economic empowerment, still

social behaviors and power dynamics on the work level play a role in sustaining the gender

discrimination on the economic level. Despite the high percentages revealed for considering

ICT as an efficient tool to enhance the work’s quality, accomplish tasks faster, facilitate the

tasks of work, and other factors, still ICT does not largely contribute to help women in

gaining higher position, or to reduce the working hours, or gaining a financial promotion

for example. This is something which is also highly affected by other factors like the sector

of work or the type of company or organization. But once that the aim of this study is not to

analyze why and how but to assess if ICT can be considered as an empowerment tool, a

qualitative research is recommended for future researchers.

51

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Annex 1: Questionnaire

The provided text in section was translated from Arabic to English. The original design and general style were eliminated, and only the text translation and numbering were considered.

58

The researcher Nizar Qabaha is conducting a study about “The Role of

InformationCommunication Technology in Women’s Empowerment in the West

Bank” as a part of his completion for the master degree in Cooperation and Development

(MICAD) from Bethlehem University.

Thus the researcher asks your contribution to this work by answering the following

questions. All the provided information by you will be considered with high confidentiality,

once that the provided information will be used only for the academic purposes of this

research. And so no need to fill your name or extra unasked information.

1. Age: Less than 18, 23-30, 31-40, 41-60, More than 60

2. Marital status: Single, Married, Single mother

3. Place of Residence: City, Village, Bedouin Community, Camp

4. Level of Education: Primary School, Secondary School, Tawjihi, Diploma,

Bachelor degree, Master degree, PhD

5. Do you work in the ICT sector? Yes, No

6. Profession: Governmental sector, Private and Organizational sector, Worker

(includes freelancing), Student, Unemployed

7. Did you obtain a higher degree in one of the ICT majors? Yes No

8. To what limit did you use ICT during your study period:

For research, Editing and translation, Communication with colleagues,Communication with the academic staff, All mentioned, Did not use it

9. Were you ever enrolled in an academic course or higher education through E-

learning? Yes No

10. Chose the ICT types available in your home: Radio, Television, Computer,

Internet, Mobile phone, Land line telephone

11. For the unavailable items choose the reason of unavailability: No need,

No time to use it, they have negative effects, there is an alternative, I

do not know how to use it, there is a high cost to purchase or maintain them,

there is someone at home who is not convinced in their need.

12. Chose the ICT types available outside home: Radio, Television, Computer,

Internet, Mobile phone, Land line telephone

59

13. Do you think that English language is a basic requirement to access ICT:

Yes No

14. Do you think that there is a gap in the Arabic content on the internet:

Yes No

15. Do you have the needed skills to use a computer?

Yes No

16. Do you have the needed skills to search for a specific content over the internet?

Yes No

17. Did you use ICT to access to women related information?

Yes through Radio, Yes through Television, Yes through Computer and internet, Yes through Smart phone applications, Did not use ICT in this regard

18. Are you an active member in women issues using ICT? Yes No

19. Did you contribute to the women related content on the internet? Yes No

20. Did you establish social relations (with men or women) using the internet?

Yes No

21. Do you think the Palestinian Women related content on the internet is

satisfactory?

Yes No

22. Do you regularly use ICT in your work? Yes No

23. Did you enhance your financial situation through ICT?

Yes directly through my current work, Yes by establishing my own business, Yes by working through the internet, Yes by establishing work related

relationships using internet or other communications tools (like phone), Other, Did not use ICT in this regard

24. Did you search for work using the internet? Yes No25. From the following table rank the ICT contribution to each of the specified terms

60

Not Applicable

ExcellentVery GoodGoodWeakTerm

Finding work

Facilitating work tasks

Gaining a higher position in the work place

Accomplishing new tasks at work

Enhancement of the work quality and efficiency

Receiving a financial promotion

Having the chance for a secondary job

Reducing working hours

Accomplishing tasks faster

Working from home some times

Gaining a high position

Monitoring your financial resources

61

Annex 2: Tables

Table 1: Age of respondents

Cumulative Percentage

Valid PercentagePercentageFrequencyAge

0.50.50.51Less than 18

53.753.253.210118-20

80.026.326.35023-30

93.713.713.72631-40

100.06.36.31241-60

100.0100.0190Total

Table 2: Marital status of respondents

Cumulative Percentage

Valid PercentagePercentageFrequencyMarital Status

66.366.366.3126Single

98.932.632.662Married

100.01.11.12Single mother

100.0100.0190Total

Table 3: Place of residence

Place of Residence Frequency Percentage Valid

PercentageCumulative Percentage

City 30 15.8 52.6 52.6

Village 18 9.5 31.6 84.2

Camp 2 1.1 3.5 87.7

Bedouin Community

7 3.7 12.3 100.0

Total 57 30.0 100.0 52.6

62

Table 3.1: Level of Education

Level of Education

Frequency Percentage Valid Percentage

Cumulative Percentage

Primary School 2 1.1 1.1 1.1

Secondary School

20 10.5 10.5 11.6

Tawjihi 19 10.0 10.0 21.6

Diploma 27 14.2 14.2 35.8

Bachelor Degree

100 52.6 52.6 88.4

Master Degree 19 10.0 10.0 98.4

PhD 2 1.1 1.1 99.5

Other 1 .5 .5 100.0

Total 190 100.0 100.0

Table 4: work in the ICT sector

Cumulative Percentage

Valid Percentage

PercentageFrequencyWork in the ICT Sector

16.816.816.832Yes

99.582.682.6157No

100.0.5.51Other

100.0100.0190Total

63

Table 5: Profession

Cumulative Percentage

Valid PercentagePercentageFrequencyProfession

4.74.74.79Governmental Sector

40.535.835.868Private and Organizational Sectors

44.74.24.28Worker (includes freelancing)

88.944.244.284Student

100.011.111.121Unemployed

100.0100.0190Total

Table 6: According to specialization in ICT

ValueIndicator

NoYes

83.716.3Was your higher study in one of the majors of ICT

Table 7: Using ICT for educational purposes

ValueIndicator

NoYes

76.823.2For research

97.42.6Editing and translation

88.411.6Communication with colleagues

82.617.4Communication with the academic

staff

46.353.7All mentioned

88.411.6Did not use it

64

Table 7.1: Using ICT for educational purposes according to the level of education

Using ICT for educational purposes

Level of

educatio

n

For

researc

h

Editing

and

translation

Communication with

colleagues

Communication with the

academic staff

I do All

mentioned

Did

not

use

themPrimary .0% .0% .0% .0% .0% 9.1%

Secondary 6.8% .0% 13.6% 3.0% 6.9% 31.8

%

Tawjihi 2.3% .0% 9.1% 6.1% 10.8% 13.6

%

Diploma 20.5% 40.0% 18.2% 12.1% 9.8% 9.1%

Bachelor 61.4% 60.0% 50.0% 69.7% 56.9% 31.8

%

Master 9.1% .0% 9.1% 9.1% 13.7% .0%

PhD .0% .0% .0% .0% 2.0% .0%

Other 0.0% 0.0% 0.0% 0.0% 0.0% 4.5%

Table 7.2: Using E-learning according to age

Using E-learning

Age yes No

less 18 .0% .9%

18-22 52.1% 53.8%

23-30 28.8% 24.8%

31-40 13.7% 13.7%

41-60 5.5% 6.8%

More than 60 .0% .0%

65

Table 8: Using E-learning

ValueIndicator

NoYes

61.638.4Enrollment in an academic course or higher education using E-learning

Table 9: Availability of ICT types at home

ValueICT type

NoYes

11.188.9Radio

2.197.9Television

7.992.1Computer

14.785.3Internet

4.795.3Mobile Phone

28.971.1Land line telephone

Table 9.1: Availability of ICT types according to place of residence

Available ICT types

Place of

residence

Radio Television Computer Internet Mobile

phone

Land line

phoneCity 52.0% 53.7% 57.4% 61.9% 53.7% 57.1%

Village 32.0% 33.3% 36.2% 33.3% 33.3% 38.1%

Camp and

Bedouin

community

16.0% 13.0% 6.4% 4.8% 13.0% 4.8%

66

Table 9.2: Unavailability of ICT types according to place of residence

Reasons of the unavailability

Place of

residence

No

need

No

time to

use

them

They

have

negative

effects

There is

an

alternative

for them

I do not

know

how to

use

them

The cost of

purchasing

or

maintaining

them is

high

There is

someone

at home

who is

not

convinced

in the

need for

themCity 36.4% 33.3% 28.6% 30.8% .0% 25.0% .0%

Village 18.2% 33.3% .0% 23.1% .0% 12.5% 20.0%

Camp and

Bedouin

community

45.5% 33.3% 71.4% 46.2% 100.0% 62.5% 80.0%

Table 10: Reasons for the unavailability of ICT types at home

ValueReason

NoYes

84.215.8No need

96.33.7No time to use them

93.26.8They have negative effects

88.411.6There is an alternative for them

96.83.2I do not know how to use them

94.75.3The cost of purchasing or maintaining them is high

67

93.26.8

There is someone at home who is not convinced in the need for them

Table 11: Types of ICT available out of home

ValueICT type

NoYes

56.843.2Radio

84.215.8Television

55.844.2Computer

31.668.4Internet

23.776.3Mobile phone

8020Land line telephone

Table 12: English as a basic requirement to access ICT

ValueIndicator

NoYes

21.678.4Do you think English language is a basic requirement to access ICT

Table 13: Arabic content on the internet

ValueIndicator

NoYes

23.776.3Do you think that there is a gap in the Arabic content on the

internet

68

Table 14: Computer skills

ValueIndicator

NoYes

11.188.9Owning computer skills

Table 14.1: Computer skills according to place of residence

Table 15: Internet searching skills

ValueIndicator

No Yes

23.2 76.8The availability of the needed skills to search for a content over

the internet

69

Computer skills

Place of residence yes No

City 58.3% 22.2%

Village 35.4% 11.1%

Camp and Bedouin

community

6.3% 66.6%

Table 16: Accessing information related to women issues

ValueMethod

NoYes

75.824.2Radio

74.725.3Television

4060Computer and Internet

78.421.6Smart phone applications

81.118.9Did not use ICT in this regard

Table 17: An active member in women issues using ICT

ValueIndicator

NoYes

77.422.6Active member using ICT

Table 17.1: Being an active member in women issues using ICT according to level of education

70

Active member in women issues

Level of education yes No

Primary .0% 4.5%

Secondary 6.2% 25.0%

Tawjihi 9.6% 11.4%

Diplmoa 13.0% 18.2%

Bachelor 57.5% 36.4%

Master 12.3% 2.3%

PhD 1.4% .0%

Other .0% 2.3%

Table 18: Contribution to the women related content on the internet

ValueIndicator

NoYes

73.526.5Contributed to the women related content

Table 19: building relationships using the internet

ValueIndicator

No Yes

41.3 58.7Built relationships with men or women over the internet

71

Table 20: Satisfaction on the Palestinian Women related content on the internet

ValueIndicator

NoYes

6337Satisfaction

Table 21: Regular use of ICT during work

ValueIndicator

No Yes

38.9 61.1Regular use of ICT during work

Table 22: Enhancing the financial situation using ICT

ValueMethod

NoYes

91.68.4Directly through my current work

97.42.6By establishing my own business

93.26.8Working through the internet

95.34.7By establishing work related

relationships using internet or other communications tools (like phone)

97.92.1Other

24.275.8Did not use ICT in this regard

72

Table 23: Searching for work using the internet

ValueIndicator

No Yes

54.7 45.3Searching for work using the internet

Table 23.1: Searching for work using the internet according to place of residence

Searching for work using the internet

Place of residence yes No

City 73.1% 35.5%

Village 26.9% 35.5%

Camp and Bedouin community

0.0% 29.1%

Table 23.2: Searching for work using the internet according to level of education

73

Searching for work using the internet

Level of education yes No

Primary .0% 1.9%

Secondary 9.3% 11.5%

Tawjihi 4.7% 14.4%

Diplmoa 12.8% 15.4%

Bachelor 55.8% 50.0%

Master 16.3% 4.8%

PhD 1.2% 1.0%

Other .0% 1.0%

Table 24: contribution of ICT regarding the following clarified terms

Value

Not Applicable

ExcellentVery GoodGoodWeakTerm

6.5%15.6%33.8%24.7%19.5%Finding work

1.3%50.6%31.2%11.7%5.2%Facilitating work tasks

6.5%20.8%32.5%24.7%15.6%Gaining a higher position in the work place

10.4%18.2%26.0%23.4%22.1%Accomplishing new tasks at work

1.3%40.3%32.5%20.8%5.2%Enhancement of the work quality and efficiency

74

18.2%3.9%13.0%20.8%44.2%Receiving a financial promotion

15.6%10.4%22.1%24.7%27.3%Having the chance for a secondary job

20.8%7.8%15.6%18.2%37.7%Reducing working hours

1.3%50.6%24.7%16.9%6.5%Accomplishing tasks faster

7.8%33.8%24.7%16.9%16.9%Working from home some times

18.2%6.5%13.0%31.2%31.2%Gaining a high position

28.6%10.4%10.4%24.7%26.0%Monitoring your financial resources

75