This study investigates the gender disparities in technology access among undergraduate students in Bangladesh and examines how these disparities influence academic engagement and career preparedness. Using a series of chi-square tests and cross-tabulation analyses, the research highlights significant differences in the types of technology used, methods of acquisition, and frequency of technology use between male and female students. The findings reveal that male students generally have greater access to personal computers, more financial autonomy, and higher engagement with technology for academic purposes. In contrast, female students face barriers such as limited access to multiple devices, a reliance on family support, and household responsibilities, which hinder their ability to fully utilize educational technology. The study also shows that these disparities contribute to differences in academic performance, career confidence, and participation in career-enhancing activities such as internships and part-time jobs. These results suggest that gender-based technological inequalities in Bangladesh are a significant factor in reinforcing broader socio-economic and educational inequities. The paper concludes by calling for targeted policy interventions to improve technology access for female students, including subsidized device programs and digital literacy initiatives, in order to promote greater academic and career readiness across gender lines.
Shabrina Jannat (Sat,) studied this question.