“Where My Ladies At?”: Online Videos, Gender, and Science Attitudes among University Students

Authors

  • Paul R. Brewer University of Delaware
  • Barbara L. Ley University of Delaware

Keywords:

Science attitudes, online video, social media, YouTube, gender

Abstract

This study examines the impact of online videos on science attitudes that contribute to gender disparities in STEM participation. Its theoretical framework builds on research regarding media effects on science attitudes and gender schemas. In particular, it draws on social cognitive theory to argue that media models in science communication can influence audience members. A randomized experiment tested the effects of three videos from a YouTube channel, The Brain Scoop with Emily Graslie, on science interest, self-concept in science, science anxiety, perceptions of scientists, and perceptions of gender bias in science among university students. The results showed that a video in which a female communicator directly addresses sexism in science shaped university students’ positive perceptions of scientists and perceptions of gender bias in science. More broadly, the findings reinforce both the challenges in promoting equitable gender representation in STEM and the promise of using new media forms such as YouTube science channels to address these challenges.

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Author Biographies

  • Paul R. Brewer, University of Delaware
    Paul R. Brewer is a professor in the Department of Communication and the Department of Political Science & International Relations at the University of Delaware.
  • Barbara L. Ley, University of Delaware
    Barbara L. Ley is an associate professor in the Department of Communication and the Department of Women & Gender Studies at the University of Delaware.

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Published

12-01-2018

Issue

Vol. 9 No. 3 (2017)

Section

Research and theoretical papers

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How to Cite

“Where My Ladies At?”: Online Videos, Gender, and Science Attitudes among University Students. (2018). International Journal of Gender, Science and Technology, 9(3), 278-297. https://genderandset.open.ac.uk/index.php/genderandset/article/view/518