Publication: Edutuber and Gender in STEM
Authors
Amorós Poveda, Lucía ; Bernárdez-Gómez, Abraham
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Publisher
MDPI
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DOI
https://doi.org/10.3390/educsci14010040
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info:eu-repo/semantics/article
Description
© 2023 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in Education Sciences. To access the final edited and published work see https://doi.org/10.3390/educsci14010040
Abstract
The gender gap in the field of STEM (Science, Technology, Engineering and Mathematics) is nothing new. Recent research warns of this through programs and initiatives that use Information and Communication Technology (ICT) as a resource to reduce this gap. However, new questions and some areas of concern are arising out of the mass use of digital repositories. The possibility of consuming and producing video (prosumers) in these digital ecosystems brings to light the prejudices and stereotypes in these fields through their content. Considering the YouTube repository, this research analyses the edutubers on 81 STEM channels from a gender perspective in 190 immersions. Through a critical approach, oriented towards change for social transformation, an exploratory and descriptive paper has been written. It employs a mixed quantitative–qualitative method. The results are described in the form of four descriptive grids about edutuber environments where an evident gender gap in the STEM edutubers can be observed, and guidelines are subsequently outlined to attempt to eliminate it. It is concluded that the educational resources offered by YouTube are popular and have a significant impact on the young population, but these resources inherit past behaviours that also entail a new risk associated with the use of ICT.
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Citation
Educ. Sci. 2024, 14(1), 40
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