The role of women in STEM disciplines. A multimodal analysis of crowdfunding project videos for the iGEM science competition.
DOI:
https://doi.org/10.24197/st.2.2022.228-251Keywords:
women in STEM; crowdfunding project videos of science; multimodal analysis; gender stereotypes and bias; digital genres.Abstract
The gender gap in Science, Technology, Engineering and Mathematics (STEM) is a matter of growing social concern: although the female presence in these disciplines has grown during the last decades, men still outnumber women (Corbett & Hill, 2015). It has been shown that this is partly because of the lack of visibility that the work of women scientists has had along history, which has led to unconscious beliefs and stereotypes about gender and professional careers, and therefore, the disinterest in science on the female side (Nimmesgern, 2016). Previous research has shown that these stereotypes are reinforced through television programs depicting fictional women characters in STEM scenarios (Steinke, 2017; Davis & Coleman, 2018), and the present study aims to explore the representation of real female and male scientists on the Internet. By applying a multimodal analysis from a social semiotic perspective, I examine how gender identities are represented in eight crowdfunding project videos of science created by undergraduate students for an international science competition, the International Genetically Engineered Machine (iGEM). Relying on the Swalesian move-step analysis genre approach for the verbal content (Swales, 1990, 2004), and Kress and van Leeuwen’s Visual Grammar (VG) model for the visual content (Kress & van Leeuwen, 2006), the analysis intends to uncover ideological purposes and meanings about gender roles within a context of scientific research. The results are compatible with previous studies that confirm that women are underrepresented in STEM, highlighting the ideologies that lead to the reinforcement of gender bias at the scientific workplace.
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References
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Kaplan, S., & Radin, J. (2011). Bounding an emerging technology: Para-scientific media and the Drexler-Smalley debate about nanotechnology. Social Studies of Science, 41(4), 457–485. https://doi.org/10.1177/0306312711402722.
Kelly, A. R. and Miller, C. (2016). Intersections: Scientific and parascientific communication on the Internet. In A. G. Gross and J. Buehl (Eds. ), Science and the Internet: Communicating knowledge in a digital age, 221- 246. Amityville, NY: Baywood Publishing Company.
Kim, J., Cho, D., and Lee, B. (2016). The Mind Behind Crowdfunding: An Empirical Study of Speech Emotion in Fundraising Success”. Thirty-Seven International Conference on Information Systems, 11- 14 December, Dublin, Ireland.
Kress, G., & Van Leeuwen, T. (2006). Reading images. The grammar of visual design. (2nd ed.). London: Routledge.
LaFollette, M. C. (2013). Science on American Television: A History. Chicago, IL: University of Chicago Press.
Largey, B. (2016). The DNA typewriter-Building a modular system to encode text in DNA. Edinburgh: Experiment.com. Retrieved from https://experiment.com/projects/babbled-the-dna-typewriter.
Laurel, R. (2018). Exploring the Bioremediation and Environmental Impact of Halogenated Organic Compounds. Knoxville: Experiment.com. Retrieved from https://experiment.com/projects/exploring-the-bioremediation-and-environmental-impact-of-halogenated-organic-compounds/labnotes.
Lee, R. (2018). CRISPR Cas9 testing model. Michigan: Experiment.com. Retrieved from https://experiment.com/projects/crispr-cas9-testing-model.
Liu, J. and Deng, L. (2016). A genre analysis of web-based crowdfunding discourse”. The Asian ESP Journal, 12 (2), 171- 202.
Long, M., Steinke, J., Applegate, B., Lapinski, M. K., Johnson, M. J., and Ghosh, S. (2010). Portrayals of male and female scientists in televised programs popular among middle school-age children. Sci. Commun. 32, 356–382. https://doi.org/10.1177/1075547009357779.
Luzón, M. J. and Pérez-Llantada, C. (2019). (Eds.). Science Communication on the Internet. Old genres meet new genres. Amsterdam: John Benjamins.
Mehlenbacher, A. R. (2017). “Crowdfunding Science: Exigencies and Strategies in an Emerging Genre of Science Communication”. Technical Communication Quarterly, 26 (2): 1- 18.
Mehlenbacher, A. R. (2019). Science Communication Online: Engaging Experts and Publics on the Internet. Columbus: The Ohio State University Press.
MSCI (2020). Women on Boards: 2020 Progress Report. Retrieved from https://www.msci.com/www/women-on-boards-2020/women-on-boards-2020-progress/02212172407.
Nielsen, M. (2011). In Reinventing Discovery. The New Era of Networked Science. Princeton University Press. https://doi.org/10.1515/9780691202853.
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O’Donnell, M. (2012). Introduction to Systemic Functional Linguistics for Discourse Analysis. Language, Function and Cognition, 1-8.
OECD (2015). Girls' lack of self-confidence. In The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. Paris: OECD Publishing. https://doi.org/10.1787/9789264229945-6-en.
OECD (2017). The under-representation of women in STEM disciplines. In The Pursuit of Gender Equality: an Uphill Battle. Paris: OECD Publishing. https://doi.org/10.1787/9789264281318-en.
Paltridge, B. (1995). Working with genre: A pragmatic perspective. Journal of Pragmatics, 24 (4), 393- 406. https://doi.org/10.1016/0378-2166(94)00058-M.
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Puri, S. (2019). Paper-based detection device for spoiled milk. Michigan: Experiment.com. Retrieved from https://experiment.com/projects/paper-based-detection-device-for-spoiled-milk/labnotes.
Quick, J. (2016). Rapid Detection of Tuberculosis -SCSU-New Haven iGEM. Connecticut: Experiment.com. Retrieved from https://experiment.com/projects/detecting-tuberculosis-via-volatile-organic-compounds-scsu-new-haven-igem.
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Rossiter, M. W. (1993). The Matthew Matilda Effect in Science. Social Studies of Science, 23(2), 325–341. https://doi.org/10.1177/030631293023002004.
Salager-Myer, F. (1990). Discourse flaws in medical English Abstract: A genre analysis per research and text type. Text, 10(4), 365-384.
Steinke, J., Lapinski, M., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, S. H., et al. (2007). Assessing media influences on middle school-aged children’s perceptions of women in science using the Draw-A-Scientist Test (DAST). Sci. Commun. 29, 35–64. https://doi.org/10.1386/jptv.3.1.75_1.
Steinke, J. (2017). Adolescent Girls’ STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues. Frontiers in Psychology, 8, 716. https://doi.org/10.3389/fpsyg.2017.00716.
Stewart, T. (2018). CRISPR Cas9 testing model. Michigan: Experiment.com. Retrieved from https://experiment.com/projects/crispr-cas9-testing-model.
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Swales, J.M. (2004). Research Genres. Explorations and Applications. Cambridge: Cambridge University Press.
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United Nations (2019). Women in Science. Fact Sheet No. 55. Retrieved from http://uis.unesco.org/sites/default/files/documents/fs55-women-in-science-2019-en.pdf.
United Nations (2020). Gender Equality in Science, Technology and Innovation:Driving a Sustainable Future. Retrieved from https://sdgs.un.org/sites/default/files/documents/26211Concept_Note_Final.pdf.
Warren, S., Goodman, M., Horton, R., and Bynum, N. (2016). Stemming the tide: the presentation of women scientists in CSI. Int. J. Gen. Sci. Technol. 8, 360–381. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/450.
Weitekamp, M. A. (2015). ‘We’re physicists’: gender, genre and the image of scientists in The Big Bang Theory. J. Pop. Telev. 3, 75–92. https://doi.org/10.1386/jptv.3.1.75_1
Bernstein, Z. (2017). Thermolyze: A Temperature Controlled Kill-Switch for Containment of Pathogenic Bacteria in Research Labs. Michigan: Experiment.com. Retrieved from https://experiment.com/projects/thermolyze-a-temperature-controlled-kill-switch-for-containment-of-pathogenic-bacteria-in-research-labs/discussion.
Bhatia, V. (2004). Worlds of written discourse. A Genre-based view. London: Continuum.
Biber, D. and Conrad, S. (2009). Register, Genre and Style. Cambridge: Cambridge University Press.
Boulton, Geoffrey. 2012. Science as an Open Enterprise, UK: The Royal Society. Retrieved from http://royalsociety.org/policy/projects/science-public-enterprise/report/.
Brett, P. A. (1994). A genre Analysis of the results sections of sociology articles. English for Specific Purposes, 13 (1), 47- 60.
Campus D. (2013) The Double Bind. In: Women Political Leaders and the Media. London: Palgrave Macmillan.
Catalyst. 2007. The double-bind dilemma for women in leadership: Damned if you do, doomed if you don't. Retrieved from http://www.catalyst.org/publication/83/the-double-bind-dilemma-for-women-in-leadership-damned-if-you-do-doomed-if-you.
Chbihi, H. (2016). Rapid Detection of Tuberculosis -SCSU-New Haven iGEM. Connecticut: Experiment.com. Retrieved from https://experiment.com/projects/detecting-tuberculosis-via-volatile-organic-compounds-scsu-new-haven-igem.
Coates, J. (1996). Women Talk. Conversation between Women Friends.Oxford: Blackwell Publishing.
Connor, U., & Mauranen, A. (1999). Linguistic Analysis of Grant Proposals: European Union Research Grants. English for Specific Purposes, 18 (1): 47- 62.
Corbett, C. (2011). The Double Bind. Retrieved from https://ww3.aauw.org/2011/12/22/the-double-bind/.
Credit Suisse (2019). The CS Gender 3000 in 2019: The changing face of companies. Retrieved from https://www.credit-suisse.com/media/assets/corporate/docs/about-us/research/publications/the-cs-gender-3000-in-2019.pdf.
Davis, J. L. and Coleman, A. (2018). Identifying and Nurturing Black Females in STEM Fields: Hidden Figures No More. Retrieved from https://digitalcommons.imsa.edu/cgi/viewcontent.cgi?article=1046&context=pres_pr.
Doyle, V., Freeman, O. and O’Rourke, B.K. (2017). A Multimodal Discourse Analysis Exploration of a Crowdfunding Entrepreneurial Pitch. European Conference on Research Methods, Dublin June 2017.
Ertl, B., Luttenberger, S. and Paechter, M. (2017). The Impact of Gender Stereotypes on the Self-Concept of Female Students in STEM Subjects with an Under-Representation of Females. Front. Psychol, 8, 703. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00703/full.
Experiment (2021). Research guide. Create a project. Retrieved from https://experiment.com/guide/create#project_video
Fryer, R. G. and Levitt, S. D. (2010). An Empirical Analysis of the Gender Gap in Mathematics. American Economic Journal: Applied Economics, 2 (2), 210-40. Retrieved from https://www.aeaweb.org/articles?id=10.1257/app.2.2.210.
Greenberg, M. D., Pardo, B., Harihara, K. and Gerber, E. (2013). Crowdfunding support tools: Predicting success and failure. In CHI’13 extended abstracts on human factors in computing systems. New York, NY: Association for Computing Machinery, 1815- 1820.
Hafner, C. A. (2018). Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology. Ibérica, 36, 15- 42.
Halliday, M., & Matthiessen, C. (2004). An introduction to functional grammar (2nd ed.). London: Arnold.
Heilman, M. E., & Okimoto, T. G. (2007). Why are women penalized for success at male tasks?: The implied communality deficit. Journal of Applied Psychology, 92(1), 81–92. https://doi.org/10.1037/0021-9010.92.1.81
Hill, C., Corbett, C. and St. Rose, A. (2010). Why so few? Women in Science, Technology, Engineering, and Mathematics. Washington: AAUW.
Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., and Williams, C. C. (2008). Gender Similarities Characterize Math Performance. SCIENCE, 321, 494- 495. Retrieved from http://dericbownds.net/uploaded_images/hyde.pdf.
Jones, C. G. and Hawkins, S. (2015). Women and Science. Notes Rec, 69, 5-9. https://doi.org/10.1098/rsnr.2014.0056.
Kaplan, S., & Radin, J. (2011). Bounding an emerging technology: Para-scientific media and the Drexler-Smalley debate about nanotechnology. Social Studies of Science, 41(4), 457–485. https://doi.org/10.1177/0306312711402722.
Kelly, A. R. and Miller, C. (2016). Intersections: Scientific and parascientific communication on the Internet. In A. G. Gross and J. Buehl (Eds. ), Science and the Internet: Communicating knowledge in a digital age, 221- 246. Amityville, NY: Baywood Publishing Company.
Kim, J., Cho, D., and Lee, B. (2016). The Mind Behind Crowdfunding: An Empirical Study of Speech Emotion in Fundraising Success”. Thirty-Seven International Conference on Information Systems, 11- 14 December, Dublin, Ireland.
Kress, G., & Van Leeuwen, T. (2006). Reading images. The grammar of visual design. (2nd ed.). London: Routledge.
LaFollette, M. C. (2013). Science on American Television: A History. Chicago, IL: University of Chicago Press.
Largey, B. (2016). The DNA typewriter-Building a modular system to encode text in DNA. Edinburgh: Experiment.com. Retrieved from https://experiment.com/projects/babbled-the-dna-typewriter.
Laurel, R. (2018). Exploring the Bioremediation and Environmental Impact of Halogenated Organic Compounds. Knoxville: Experiment.com. Retrieved from https://experiment.com/projects/exploring-the-bioremediation-and-environmental-impact-of-halogenated-organic-compounds/labnotes.
Lee, R. (2018). CRISPR Cas9 testing model. Michigan: Experiment.com. Retrieved from https://experiment.com/projects/crispr-cas9-testing-model.
Liu, J. and Deng, L. (2016). A genre analysis of web-based crowdfunding discourse”. The Asian ESP Journal, 12 (2), 171- 202.
Long, M., Steinke, J., Applegate, B., Lapinski, M. K., Johnson, M. J., and Ghosh, S. (2010). Portrayals of male and female scientists in televised programs popular among middle school-age children. Sci. Commun. 32, 356–382. https://doi.org/10.1177/1075547009357779.
Luzón, M. J. and Pérez-Llantada, C. (2019). (Eds.). Science Communication on the Internet. Old genres meet new genres. Amsterdam: John Benjamins.
Mehlenbacher, A. R. (2017). “Crowdfunding Science: Exigencies and Strategies in an Emerging Genre of Science Communication”. Technical Communication Quarterly, 26 (2): 1- 18.
Mehlenbacher, A. R. (2019). Science Communication Online: Engaging Experts and Publics on the Internet. Columbus: The Ohio State University Press.
MSCI (2020). Women on Boards: 2020 Progress Report. Retrieved from https://www.msci.com/www/women-on-boards-2020/women-on-boards-2020-progress/02212172407.
Nielsen, M. (2011). In Reinventing Discovery. The New Era of Networked Science. Princeton University Press. https://doi.org/10.1515/9780691202853.
Nimmesgern, H. (2016). Why Are Women Underrepresented in STEM Fields? Chem. Eur. J, 22, 3529 –3530.
O’Donnell, M. (2012). Introduction to Systemic Functional Linguistics for Discourse Analysis. Language, Function and Cognition, 1-8.
OECD (2015). Girls' lack of self-confidence. In The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. Paris: OECD Publishing. https://doi.org/10.1787/9789264229945-6-en.
OECD (2017). The under-representation of women in STEM disciplines. In The Pursuit of Gender Equality: an Uphill Battle. Paris: OECD Publishing. https://doi.org/10.1787/9789264281318-en.
Paltridge, B. (1995). Working with genre: A pragmatic perspective. Journal of Pragmatics, 24 (4), 393- 406. https://doi.org/10.1016/0378-2166(94)00058-M.
Penner, A. M. and Paret, M. (2008). Gender differences in mathematics achievement: Exploring the early grades and the extremes. Social Science Research, 37 (1), 239-253. https://doi.org/10.1016/j.ssresearch.2007.06.012.
Puri, S. (2019). Paper-based detection device for spoiled milk. Michigan: Experiment.com. Retrieved from https://experiment.com/projects/paper-based-detection-device-for-spoiled-milk/labnotes.
Quick, J. (2016). Rapid Detection of Tuberculosis -SCSU-New Haven iGEM. Connecticut: Experiment.com. Retrieved from https://experiment.com/projects/detecting-tuberculosis-via-volatile-organic-compounds-scsu-new-haven-igem.
Rossiter, M. (1982) Women Scientists in America: Struggles and Strategies to 1940. Baltimore: Johns Hopkins University Press.
Rossiter, M. W. (1993). The Matthew Matilda Effect in Science. Social Studies of Science, 23(2), 325–341. https://doi.org/10.1177/030631293023002004.
Salager-Myer, F. (1990). Discourse flaws in medical English Abstract: A genre analysis per research and text type. Text, 10(4), 365-384.
Steinke, J., Lapinski, M., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, S. H., et al. (2007). Assessing media influences on middle school-aged children’s perceptions of women in science using the Draw-A-Scientist Test (DAST). Sci. Commun. 29, 35–64. https://doi.org/10.1386/jptv.3.1.75_1.
Steinke, J. (2017). Adolescent Girls’ STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues. Frontiers in Psychology, 8, 716. https://doi.org/10.3389/fpsyg.2017.00716.
Stewart, T. (2018). CRISPR Cas9 testing model. Michigan: Experiment.com. Retrieved from https://experiment.com/projects/crispr-cas9-testing-model.
Swales, J.M. (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge University Press.
Swales, J.M. (2004). Research Genres. Explorations and Applications. Cambridge: Cambridge University Press.
United Nations (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. New York: UN Publishing.
United Nations (2019). Women in Science. Fact Sheet No. 55. Retrieved from http://uis.unesco.org/sites/default/files/documents/fs55-women-in-science-2019-en.pdf.
United Nations (2020). Gender Equality in Science, Technology and Innovation:Driving a Sustainable Future. Retrieved from https://sdgs.un.org/sites/default/files/documents/26211Concept_Note_Final.pdf.
Warren, S., Goodman, M., Horton, R., and Bynum, N. (2016). Stemming the tide: the presentation of women scientists in CSI. Int. J. Gen. Sci. Technol. 8, 360–381. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/450.
Weitekamp, M. A. (2015). ‘We’re physicists’: gender, genre and the image of scientists in The Big Bang Theory. J. Pop. Telev. 3, 75–92. https://doi.org/10.1386/jptv.3.1.75_1
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