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Women Scientists on TikTok: New Opportunities to Become Visible and Challenge Gender Stereotypes
[journal article]
Abstract Today, women scientists are still underrepresented in media coverage and confronted with gender stereotypes. However, social media might have the potential to challenge current gender stereotypes of scientists, foster diversity in science communication, and open new ways of becoming visible. We expl... view more
Today, women scientists are still underrepresented in media coverage and confronted with gender stereotypes. However, social media might have the potential to challenge current gender stereotypes of scientists, foster diversity in science communication, and open new ways of becoming visible. We explore this potential by analyzing TikTok accounts of female scholars (n = 50 accounts). Results from content analysis (n = 150 videos) indicate that female scientists from a wide range of different disciplines and at different career stages are visible on TikTok. Building on previous research, we show that female scholars use TikTok mainly to explain scientific facts and concepts and to discuss what being a (female) scholar is like. Moreover, female scholars talk about private life events, give expert advice, and show science in the making. Finally, some of the videos analyzed address gender stereotypes by, for example, challenging assumptions on how a female professor should dress. Implications for science communication in the digital age are discussed.... view less
Keywords
social media; science; communication; female scientist; gender-specific factors; stereotype; content analysis
Classification
Media Contents, Content Analysis
Interactive, electronic Media
Sociology of Science, Sociology of Technology, Research on Science and Technology
Free Keywords
TikTok; female scholars; gender stereotypes; science communication
Document language
English
Publication Year
2023
Page/Pages
p. 240-251
Journal
Media and Communication, 11 (2023) 1
Issue topic
Science Communication in the Digital Age: New Actors, Environments, and Practices
ISSN
2183-2439
Status
Published Version; peer reviewed