Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science Using the Draw-A-Scientist Test (DAST)

Abstract

Gender stereotypes in the mass media perpetuate traditional views of women that may influence children's perceptions of women in science, engineering, and technology. This study used a randomized posttest-only control group design to determine the efficacy of media literacy training on middle school-aged children's perceptions of scientists. Participants were randomly assigned to one of three conditions: discussion, discussion plus viewing of television and film clips that featured images of women, or a control. A total of 304 seventh-grade students were asked to complete the Draw-A-Scientist Test and to write down the source of information for their drawings. Across conditions, boys were more likely than girls to draw male scientists, and girls were more likely than boys to draw female scientists. Boys also were more likely to depict other stereotypes of scientists. Media sources were listed as the primary source of information for the drawings.

Developing educational materials about risks on social network sites: a design based research approach

“…Packages which have been evaluated do result in an increase in Internet safety knowledge but not in safety behavior (Mishna et al, 2010). This is in line with the findings on media literacy education in general, where intervention studies systematically reveal that media literacy education increases the knowledge about the specific topic of the course, although attitudinal and behavioral changes usually fail to occur (Duran et al, 2008;Steinke et al, 2007). Up until now, it is unclear which characteristics can guarantee that interventions and prevention campaigns may effectively change awareness and unsafe behavior and under which circumstances that change is accomplished (Livingstone & Bulger, 2013).…”

Teachers’ Influence on Children’s Selection and Use of Play Materials in Kenya

“…Schools therefore also bring social pressures to bear upon boys and girls to conform to masculine and feminine characteristics respectively. Boys are expected to be active, objective and interested in ideas while girls are expected to be passive, subjective and more interested in people than ideas (Eshiwani, 1986;Steinke et al, 2007). Schools therefore also play a significant role in the socialization of children.…”

Zimbabwean female participation in physics: The use of drawings in documenting students' images of scientists

“…The diagrams of scientists drawn by female participants may represent a perceived public stereotype and not a personal belief or perception (Symington & Spurling, 1990). Historically, images of male scientists dominate mass media as indicated by Steinke et al (2007) and were the ones presented to them in almost all of their school encounters with science. " [The] widespread images of ordinary scientists as white men effectively discourage many talented young women ….from exploring physics as an option" (Ong, 2005, p. 596).…”