Masculinity in the public image of physics and mathematics: a new model comparing Japan and England

Ikkatai, Yuko; Inoue, Atsushi; Minamizaki, Azusa; Kano, Kei; McKay, Euan; Yokoyama, Hiromi

doi:10.1177/09636625211002375

Cited by 5 publications

(2 citation statements)

References 21 publications

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“…It is important to acknowledge that biases differ between cultures. A recent study that compared physics- and mathematics-related stereotypes between Japan and the United Kingdom found that in Japan (but not in the United Kingdom) a person’s attitude to intellectual women was related to viewing mathematics as “masculine,” but “the experience of being told or having heard that the choice of a particular course of studies would make someone less attractive to the opposite sex was evident only in England” ( Ikkatai et al, 2021 : 810). However, the results we describe here, that suggest that female scientists receive more negative feedback when writing in a more popular language, seem to hold true across English-speaking and Hebrew-speaking popular science.…”

Section: Discussionmentioning

confidence: 99%

Engagement patterns with female and male scientists on Facebook

2022

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Social networks are becoming powerful agents mediating between science and the public. Considering the public tendency to associate science with men makes investigating representations of female scientists in social media important. Here we set out to find whether the commenting patterns to text-based science communication are similar. To examine these, we collected and analyzed posts (165) and their comments (10,006) published between 2016 and 2018 on an Israeli popular science Facebook page. We examined post characteristics as well as the relevance and sentiment of comments. Several gendered differences in commenting patterns emerged. Posts published by female scientists received more irrelevant and fewer relevant comments. Female scientists received more hostile and positive comments. These findings are consistent with results of previous research, but also demonstrate a more nuanced understanding that when female scientists write using scientific jargon (usually an unwanted feature of popular science writing), they received less hostile comments and were given less advice.

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Section: Discussionmentioning

confidence: 99%

Engagement patterns with female and male scientists on Facebook

2022

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“…There has been research into the gender problem in STEM, ranging from the varied perception that certain fields are too masculine, to negative stereotypes about female abilities, to the lack of diversity in representations of female (Ikkatai et al, 2021) and other minorities. These problems are connected to local cultural expectations and beliefs of the place including how smartness is gendered.…”

Section: Literature Reviewmentioning

confidence: 99%

Channelling Artscience Through Fan-Fiction for Diversifying STEM Approaches in Participatory Learning in Malaysia

Lee

2022

American Behavioral Scientist

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Fan-fiction is proposed as a participatory and discovery-learning approach to science, technology, engineering, and mathematics (STEM) education; communication; and collaboration through the epistemic third space afforded by artscience. The objective is to increase the affective dimension in STEM instruction by allowing STEM to enter intimately into social spaces, all the while drawing interests from girls and women. There is strong female participation in fan-fiction creation, whether in the form of textual stories or other transmedia objects, that could be used to develop more multi-dimensional STEM-based experiential and imagination-centric learning without excluding the more technical aspects of the science – in fact, the technical aspects could be weaved in as a STEM problem or project to be collectively tackled through the communal experience of creating and responding to fan-fiction. Moreover, the world-building capability of fan-fiction, with its ability to bring together multiple fandoms such as multiple works from the same creator or different creators within similar genres, means that there is ample room for using fan-fiction during interdisciplinary engagement for STEM problem-solving or research creation approaches to learning and doing. In this article, some examples of activities are taken from workshops targeted at Malaysian audiences to explore the possibility of deploying fan-fiction approaches to STEM, or STEM through the lenses of artscience, within the culture of learning and doing in Malaysia. These workshops were not originally conceived with fan-fiction as method and medium in mind and yet, were found to share certain similar traits with fan-fiction. The world-building capacity of fan-fiction could be deployed to mainstream the incorporation of indigenous and cultural ways of knowing within Malaysia into the rubrics of institutionalized STEM education. However, the convergence and compatibility between fan-fiction and participatory design, which were featured in at least three of the four workshops depicted here, are the reasons for the choice, while the fourth workshop considers the practice of fan-fiction and its relevance to more informal practices in STEM publishing and communication at a meta level.

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