Not that kind of girl: Intersections of media use, race, gender stereotypes, and STEM beliefs

• In Event: Racism, Sexism, and Critical Consciousness in Adolescents’ and Emerging Adults’ Media Ecologies

Abstract

Background. Television portrayals typically emphasize women’s beauty, sexiness, and romantic appeal, with less attention to intellect. These portrayals may be especially powerful because of their attractiveness and salience, with U.S. youth watching 3-4 hours of TV per day (Rideout et al., 2010). Might these narrow portrayals help shape their views toward women and women’s ability in STEM fields? Although heavier TV viewing is associated with stronger support of traditional gender roles, in general, findings have been limited and mixed (Ward & Grower, 2020). We sought to build on this existing work in 4 ways. First, we focus on adolescents instead of preschoolers, and test intersecting contributions of gender and race. Youth of color consume media at high levels but are understudied. Second, we test TV contributions to multiple femininity norms, including courtship scripts. Third, we examine contributions of diverse media genres. Finally, we test whether endorsing these narrow femininity norms relates to beliefs about girls’ abilities in STEM.

Method. We surveyed 1,665 White, Black, and Asian adolescent girls and boys aged 13-18 (M=15.3) concerning their weekly TV viewing (3 items) and viewing frequency of 48 popular TV programs. From this list, we generated 3 variables reflecting exposure to 6 reality programs, 42 scripted comedies and dramas, and programming with high levels of female cast members (FemTV). We also assessed endorsement of traditional gender beliefs via 3 scales: Attitudes Toward Women Scale for Adolescents, Women are Sexual Objects scale, and the Heterosexual Script Scale. Using 1-100 slider scales, participants noted girls’ achievement in and ease with math and science.

Results. Across race, all forms of TV use (Total hours, Reality, Scripted, FemTV) were strongly correlated, for girls and boys, with stronger support of traditional gender roles, objectification of women, and heterosexist courtship norms. However, these relations varied by race and gender. Among the White and Asian girls and boys, these general patterns held, with less contribution of Total TV hours. However, among Black girls and boys, media correlates were less consistent, dominated by associations between reality TV exposure and stronger support of objectifying views toward women and heterosexist courtship norms.

Connections between these gender beliefs and STEM beliefs also varied by gender and race. For Asian and White girls, and Asian boys, greater support of each of the three gender norms was correlated with a perception of lower achievement for girls in STEM. For Black girls, however, only one of the six associations was significant, whereby greater support of traditional gender roles correlated with assuming girls achieve less in STEM. No significant associations emerged for Black boys. Finally, for White boys, these patterns were reversed, such that greater support of each of the three gender norms was correlated with a perception of higher achievement for girls in STEM and of an easier time with STEM.

Conclusion. Gender and race have distinct and intersecting contributions to children’s attitudes towards women, endorsement of heterosexual scripts, and perceptions of the success of girls in STEM. Analyses underway will model these dynamics together via SEM.

Authors

• Miranda Reynaga, University of Michigan - Ann Arbor
  Presenting Author

• L. Monique Ward, University of Michigan - Ann Arbor

• Stephanie Johnson Rowley, University of Virginia - Charlottesville