RESUMEN
As science media content creators strive for inclusivity in communication design and promotion, they must consider the influence of audiences' identities on their engagement with science media. A gender gap in viewership or "missing audience" has been identified for women viewers for educational science content on digital media; one such example of this is Deep Look, a science video series from KQED public media and PBS Digital Studios distributed on YouTube. This study used a mixed method design (1) to examine women's preferences for Deep Look YouTube video promotions (i.e., episode titles and thumbnail images-the images that act as a preview for the video) to best inform future design of promotional content for these videos to attract more women viewers, and (2) to explore how women's preferences for science content are linked to their social identities, science identity, and science curiosity. Findings indicated that women's preferences for promotions for Deep Look YouTube science and nature videos followed expected trends with most women preferring images perceived as visually attractive and colorful more than images perceived as disgusting or gross. However, these preferences were conditional on science curiosity and science identity. Findings indicated that to boost women's engagement with YouTube science and nature videos, content creators may find it useful to consider how science curious various women audiences are, how strongly women viewers identify with being a science person, and how their most salient social identities motivate engagement.
Asunto(s)
Ciencia , Medios de Comunicación Sociales , Humanos , Femenino , Ciencia/educación , Adulto , Grabación en Video , Adulto Joven , Identificación Social , AdolescenteRESUMEN
Popular media have played a crucial role in the construction, representation, reproduction, and transmission of stereotypes of science, technology, engineering, and mathematics (STEM) professionals, yet little is known about how these stereotypes influence STEM identity formation. Media images of STEM professionals may be important sources of information about STEM and may be particularly salient and relevant for girls during adolescence as they actively consider future personal and professional identities. This article describes gender-stereotyped media images of STEM professionals and examines theories to identify variables that explain the potential influence of these images on STEM identity formation. Understanding these variables is important for expanding current conceptual frameworks of science/STEM identity to better determine how and when cues in the broader sociocultural context may affect adolescent girls' STEM identity. This article emphasizes the importance of focusing on STEMidentity relevant variables and STEM identity status to explain individual differences in STEM identity formation.