Edutuber and Gender in STEM

Amorós Poveda, Lucía; Bernárdez-Gómez, Abraham

Publication:
Edutuber and Gender in STEM

dc.contributor.author	Amorós Poveda, Lucía
dc.contributor.author	Bernárdez-Gómez, Abraham
dc.contributor.department	Didáctica y Organización Escolar
dc.coverage.spatial	Iberoamérica	es
dc.coverage.temporal	siglo XX	es
dc.date.accessioned	2025-01-18T19:51:44Z
dc.date.available	2025-01-18T19:51:44Z
dc.date.issued	2023-12-29
dc.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
dc.description.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.	es
dc.format	application/pdf	es
dc.format.extent	14	es
dc.identifier.citation	Educ. Sci. 2024, 14(1), 40
dc.identifier.doi	https://doi.org/10.3390/educsci14010040
dc.identifier.issn	Electronic: 2227-7102
dc.identifier.uri	http://hdl.handle.net/10201/148746
dc.language	eng	es
dc.publisher	MDPI	es
dc.relation	Program for the Recualification of the Spanish University System during the three-year period 2021–2023. “Margarita Salas” modality. Funded by the European Union. NextGenerationEU funds. Grant number: 138/MSJD/22	es
dc.relation.publisherversion	https://www.mdpi.com/2227-7102/14/1/40	es
dc.relation.requires	http://hdl.handle.net/11093/6562	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Social responsibility	es
dc.subject	Educational video	es
dc.subject	Digital technology	es
dc.subject	Equal opportunity	es
dc.subject	Science for citizens	es
dc.subject	Science learning	es
dc.subject.other	CDU::3 - Ciencias sociales	es
dc.title	Edutuber and Gender in STEM	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es