Dataset Information

Examination of Gender Stereotypes and Norms in Health-Related Content Posted to Snapchat Discover Channels: Qualitative Content Analysis.

ABSTRACT: BACKGROUND:Snapchat has seen one of the most rapid, and unprecedented, growths in the history of social networking sites and social media with 3 billion Snapchats sent daily. In 2015, Snapchat introduced a new feature, Snapchat Discover, providing a unique way for publishers, such as magazines, to connect their content to Snapchat users. OBJECTIVE:This study aimed to evaluate qualitatively the health-related content distributed among male-focused and female-focused Discover channels and to determine whether differences exist between the content posted to these channels. METHODS:Magazine Discover channels with male and female target audiences were identified based on the magazine's claimed audience and a search of Snapchat Discover's magazine publishers, resulting in the selection of two male-focused and two female-focused channels. Stories were collected daily from each of the selected channels during a 4-week period. Using the constant comparative method, 406 Discover stories were collected and analyzed. RESULTS:Differences in health content coverage existed between male- and female-focused channels. General health stories from male channels comprised 7.5% (10/134) of total stories compared with 22.8% (62/272) for female channels. Sexual health stories from male channels comprised 3.0% (4/134) of total stories compared with 18.8% (51/272) for female channels. Moreover, female-focused channels' content was more comprehensive. Female audiences were portrayed as being health information seekers, concerned with sexual health and male satisfaction, primarily responsible for contraception and pregnancy prevention, and less informed about sex. Male audiences were portrayed as being less likely to seek health information, obsessed with and driven by sex, and less concerned with sexual health. CONCLUSIONS:Understanding the content shared to social media is important, especially when considering the implications content may have for behavior. In terms of content, these findings suggest Discover channels appear to promote gender stereotypes and norms for health and sexual health through the information posted.

SUBMITTER: LeBeau K

PROVIDER: S-EPMC7125437 | biostudies-literature | 2020 Mar

REPOSITORIES: biostudies-literature

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Examination of Gender Stereotypes and Norms in Health-Related Content Posted to Snapchat Discover Channels: Qualitative Content Analysis.

LeBeau Kelsea K Carr Cary C Hart Mark M

Journal of medical Internet research 20200320 3

<h4>Background</h4>Snapchat has seen one of the most rapid, and unprecedented, growths in the history of social networking sites and social media with 3 billion Snapchats sent daily. In 2015, Snapchat introduced a new feature, Snapchat Discover, providing a unique way for publishers, such as magazines, to connect their content to Snapchat users.<h4>Objective</h4>This study aimed to evaluate qualitatively the health-related content distributed among male-focused and female-focused Discover channe ...[more]

PMID: 32196461

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Project description:Modern societies increasingly show more egalitarian attitudes related to sexism and gender equality. However, there is still an important gender gap in wages and professions as well as in expectations surrounding male and female characteristics. Developmental studies carried out from an ecological perspective confirm that these influences come from the closest environments (mainly family and school) but also from more distant systems such as media or cultural values. As children are socialized in these norms and values, they increasingly internalize those schemes and use them to judge others, to choose friends and playmates, and to construct expectations of them. On this basis, the aim of this study was to examine the degree of gender bias internalization in a group of Spanish children. Two tasks were applied to a group of 149 public school boys and girls (aged 4-9 years). Results showed that, already from an early age, the participants had internalized traditional gender roles, especially when asked to assign masculine attributes. Moreover, group differences were found given that boys seemed to be more aware of expectations surrounding masculinity and girls assigned the attributes associated with femininity to women more often than boys. Furthermore, a developmental pattern similar to one obtained in previous studies was observed. Younger children already apply gender roles as part of their increasing acquisition of knowledge in the social field, but there is a big increase in the strength of this bias as they grow older. Psychological and educational implications of these findings are discussed, especially considering that the male gender role seems to be more rigid and less malleable. In this regard, developmental and environmental studies should be considered when designing early intervention programs to reduce sexism and to promote equity in schools and families. As research has already shown what type of environments affect children's acquisition of traditional gender roles, society must make an effort to promote more egalitarian environments that will serve as protective factors in their future psychological, social and professional development.

Project description:Stereotypes of girls having weaker mathematical abilities than boys (math-gender stereotypes) are one factor reducing women's representation in mathematics. Teachers, as powerful socializers, often hold math-gender stereotypes. Reducing math-gender stereotypes in (student) teachers thus may foster women's representation in mathematics. Yet knowing the stereotypes' underlying assumptions is crucial to reducing it. Do math-gender stereotypes reflect elaborate, disproven theories about gender differences in math, meaning math-gender misconceptions? And if so, which math-gender misconceptions are behind math-gender stereotypes? This is the focus of the present research. The relevant literature implies the existence of three distinct misconceptions: (1) empathizing-systemizing ("As girls think rather empathically and boys think rather systematically, boys are on average more talented in math than girls"), (2) girls' compensation ("To achieve equally good grades in mathematics, boys have to make less effort because they are more talented than girls are"), and (3) girls' non-compensability ("Despite their on average stronger effort, girls are normally less proficient in math than boys"). We assessed these misconceptions in a student teacher sample (N = 303) using our newly developed Math-Gender Misconceptions Questionnaire. Our results offer support for the expected three-factor structure of math-gender misconceptions. All three math-gender misconceptions showed good to acceptable scale reliabilities. On average, preservice teachers did not hold (strong) math-gender misconceptions. But a subgroup of 48.2% of preservice teachers held at least one of the three misconceptions. The empathizing-systemizing misconception was the most prevalent (32.0%) among the three misconceptions. Descriptively, endorsing the math-gender stereotype correlated most strongly with the empathizing-systemizing (r = 0.43) and the girls' compensation misconception (r = 0.44). This may indicate that especially these two misconceptions partly underlie math-gender stereotypes. As a consequence, refutation instructions designed to reduce these misconceptions may be a promising method to weaken math-gender stereotypes. Further research is needed to investigate to what degree reducing the present misconceptions is related to reducing math-gender stereotypes. Hence, this study is the first one of a planned series of studies on the relation between math-gender misconceptions and math-gender stereotypes.

Dataset Information

Examination of Gender Stereotypes and Norms in Health-Related Content Posted to Snapchat Discover Channels: Qualitative Content Analysis.

Publications

Examination of Gender Stereotypes and Norms in Health-Related Content Posted to Snapchat Discover Channels: Qualitative Content Analysis.

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