Exploring messaging in STEM YouTube Videos
Laurie O. Campbell, Tara Gibson, Jason Pollack, Stacy Watkins, University of Central Florida, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: Female and ethnic minorities are underrepresented in science, technology, engineering, and math (STEM). Sociocultural influencers, such as YouTubers, may be contributing to STEM awareness and identity. The purpose of this content analysis was to investigate social media influencers related to explicit and implicit messaging. A curated list of 41 STEM female YouTubers was considered, and it was determined that there is an underrepresentation of minorities within the STEM YouTuber community. The three randomly selected STEM YouTubers and their three most-watched videos provided the evidence considered in this study. Findings indicated that positive implicit and explicit STEM awareness and identity messaging occurred in all nine STEM YouTubers videos analyzed. Implications for educators include discussing not only the content of the videos as it supports learning but the characteristics of these social media influencers in relationship to a STEM career.
Campbell, L.O., Gibson, T., Pollack, J. & Watkins, S. (2019). Exploring messaging in STEM YouTube Videos. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 76-80). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)