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Gender and racial counter-stereotypes in science education television: A content analysis

Colorado State University, USA

G. Boiarsky

Colorado State University, USA

G. Thayer

Hewlett-Packard, USA

This study analyzes characters in four children's science education television programs. Results indicated that these programs presented some counter-stereotypical images of scientists and people interested in science. Males and females were equally likely to be scientists, and they were on screen for the same amount of time per episode. Also, status, as measured by clothing worn and character knowledge, did not differ by gender or ethnicity. However, improvements are needed. Male characters significantly outnumbered female characters. Males generally were adults but females were equally likely to be adults or youths. Finally, minorities were significantly less likely to be labeled as scientists, minority scientists spent much less time on screen than did Caucasian scientists, and there were significantly fewer minority characters than Caucasian characters. Data are also presented on the differences in how main and visitor characters are portrayed.

Public Understanding of Science, Vol. 10, No. 3, 255-269 (2001)
DOI: 10.1088/0963-6625/10/3/301


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