Women ICT students: the paradox of invisibility and visibility

If half of our young women studying information and communication technologies come from overseas and from single-sex schools, are at an age when they are vulnerable to evaluating themselves negatively even when they are high achievers, have less background experience of computers and less computer confidence from a range of previous gendered experiences at home and school, learn better in a learning centred rather than performance centred classroom, prefer the socio-technical contextual curriculum over the abstract ... then why are these findings consistently ignored? Despite numerous studies replicating each other, why are the needs of these women pedagogically invisible?