Some of the more recent research on women and technology has reinforced the kind of gender essentialism evident in the Kiesler, Sproull and Eccles article by identifying technology in general or certain technologies in particular (medical technology, for example) as masculine domains and calling for a science or technology based on women's values. Other research stresses instead a complex interplay of attitudinal and situational factors. Kramer and Lehman argue that attempts to link women's attitudes toward information technology with their educational experience need to be more discriminating in identifying the kinds of learning that take place and the differing opinions on the part of individuals and institutions concerning the uses to which such learning is to be put:
Much of the research on gender differences in computing is based on definitions of computer literacy that fail to take into account the varying contents and context of computing, failing to distinguish clearly between such curricular topics as computer science, software design and programming, the teaching of specific software (such as word processing or spreadsheet packages), and the role of computer technology in our society. Consideration of levels of learning and domains of application of computer-related knowledge and skills should be included in any evaluation of computer aptitude and ability because computer learning, unlike mathematics learning, need not be based on a linear progression in which algebra comes before calculus and calculus before differential equations. Instead, the pieces of computer learning are more like those of a patchwork quilt; they may be jointed in a variety of ways, the particular design depending upon the requirements of particular contexts and situations (171).
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