Are Women a Missing Audience for Science on YouTube? An Exploratory Study

Landrum, Asheley R.

doi:10.3389/fcomm.2021.610920

Cited by 4 publications

(4 citation statements)

References 27 publications

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“…As such, online science activities have the potential to contribute to widening participation in higher education STEM. Still, it is important to be mindful that students from privileged backgrounds participate in informal science education to a higher degree (DeWitt & Archer, 2017;Godec et al, 2021) and that gender gaps favouring male students have been found in online science participation (Amarasekara & Grant, 2019;Landrum, 2021). While it is not possible to make statistical generalisations for our small-scale, qualitative study, it nevertheless highlights how important online science resources have been for students from non-academic backgrounds, who otherwise have lacked opportunities to acquire science capital.…”

Section: Discussionmentioning

confidence: 90%

“…Today, almost all young people in Sweden have access to internet at home (Statistikdatabasen, 2022) and are therefore able to access a wealth of online science resources. However, there are studies showing gender differences in engagement with science on Youtube, both concerning presenters (Amarasekara & Grant, 2019) and consumers (Landrum, 2021). In a study of over 500 viewers' use of Youtube , Landrum, (2021) found that men were more inclined to watch science and technology videos than women (for science, there was a small gender gap, and for technology a larger gender gap).…”

Section: Introductionmentioning

confidence: 99%

“…However, there are studies showing gender differences in engagement with science on Youtube, both concerning presenters (Amarasekara & Grant, 2019) and consumers (Landrum, 2021). In a study of over 500 viewers' use of Youtube , Landrum, (2021) found that men were more inclined to watch science and technology videos than women (for science, there was a small gender gap, and for technology a larger gender gap). Landrum, (2021) also found that men to a higher degree than women cited entertainment as the reason they watched science videos, whereas women to a higher degree cited watching science videos for informational purposes.…”

Section: Introductionmentioning

confidence: 99%

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Young Peoples’ Online Science Practices as a Gateway to Higher Education STEM

et al. 2023

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The purpose of this manuscript is to explore how students perceive that online practices have enabled their participation in university physics programmes. In order to conceptualise how students bridge their science participation across physical and online spaces, we make use of the learning ecology perspective. This perspective is complemented with the notion of science capital, analysing how students have been able to strengthen different aspects of science capital through online participation. Data has been generated through semi-structured interviews guided by a timeline, constructed in collaboration between the interviewer and the interviewee. Twenty-one students enrolled in higher education physics have been interviewed, with a focus on their trajectories into higher education physics. The findings focus on four students who in various ways all have struggled to access science learning resources and found ways to utilise online spaces as a complement to their physical learning ecologies. In the manuscript, we show how online practices have contributed to the students’ learning ecologies, e.g. in terms of building networks and functioning as learning support, and how resources acquired through online science practices have both use and exchange value in the wider science community. Online science participation is thus both curiosity driven and founded in instrumental reasons (using online tutoring to pass school science). Furthermore, we argue that online spaces have the potential to offer opportunities for participation and network building for students who do not have access to science activities and science people in their everyday surroundings.The purpose of this manuscript is to explore how students perceive that online practices have enabled their participation in university physics programmes. In order to conceptualise how students bridge their science participation across physical and online spaces, we make use of the learning ecology perspective. This perspective is complemented with the notion of science capital, analysing how students have been able to strengthen different aspects of science capital through online participation. Data has been generated through semi-structured interviews guided by a timeline, constructed in collaboration between the interviewer and the interviewee. Twenty-one students enrolled in higher education physics have been interviewed, with a focus on their trajectories into higher education physics. The findings focus on four students who in various ways all have struggled to access science learning resources and found ways to utilise online spaces as a complement to their physical learning ecologies. In the manuscript, we show how online practices have contributed to the students’ learning ecologies, e.g. in terms of building networks and functioning as learning support, and how resources acquired through online science practices have both use and exchange value in the wider science community. Online science participation is thus both curiosity driven and founded in instrumental reasons (using online tutoring to pass school science). Furthermore, we argue that online spaces have the potential to offer opportunities for participation and network building for students who do not have access to science activities and science people in their everyday surroundings.

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Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Young Peoples’ Online Science Practices as a Gateway to Higher Education STEM

et al. 2023

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“…Atualmente, de acordo com o We Are Social (2023), o You-Tube possui um número maior de usuários masculinos do que femininos, 46% e 54%, respectivamente. Os sistemas de recomendac ¸ão das plataformas privilegiam o consumo e engajamento de conteúdo científico e tecnológico entre homens, contribuindo para o enviesamento de gênero no consumo de informac ¸ão [Landrum 2021].…”

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Análise sobre Viés de Gênero no Youtube: Um Estudo sobre as Eleições Presidenciais de 2018 e 2022

Kappaun

Oliveira

2023

Anais Do XII Brazilian Workshop on Social Network Analysis and Mining (BraSNAM 2023)

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Muito se discute sobre o papel das redes sociais na sociedade atual, pois seus algoritmos acabam reforçando discursos predominantes e limitando a circulação de pautas minoritárias. Este trabalho investigou a presença de viés de gênero através da análise de sentimento dos comentários em vídeos do Youtube produzidos por canais de notícias contendo nome de homens ou mulheres no título dos vídeos. Para tal, foi escolhido os cenários brasileiros das eleições presidenciais de 2018 e 2022, utilizando classificador de sentimento pySentimiento com análises quantitativas e estatísticas através de teste de chiquadrado. Os resultados da pesquisa revelaram que há presença de viés de gênero para os dados de 2022, porém, em 2018, foi inconclusivo.

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