Androcentric Bias Computers
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How androcentric norms (based on male interests & behavior) may deter women from the computer science major. Also androcentric norms in arithmetic software
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Running head: MEDIA INFLUENCE ON BODY IMAGE
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Running Head THE INFLUENCE OF MEDIA ON BODY IMAGE .docx
Running Head: THE INFLUENCE OF MEDIA ON BODY IMAGE 1
THE INFLUENCE OF MEDIA ON BODY IMAGE 2
The Influence Media has on Body Image of Adolescent Girls
Michele Jackson
Argosy University
Professor Russo
December 11, 2013
1. Do the media influence adolescent girl’s body images?
2. Null Hypothesis: the media does not have an influence on adolescent girl’s body image. Alternate Hypothesis: the media does influence adolescent girl’s body image.
3. The correct sample size that will be used in the research is 385 adolescent girls. Determining the right sample size involves the calculation of the margin of error. The estimated margin of error at 95 percent confidence level that is a 5 percent chance that the results will be different is derived by 1/√N. N is the sample size. This means that a sample size of 10 will have a margin of error of 31.6 percent, but a sample size of 100 will have a 10 percent margin of error. This implies that the greater the N, the smaller the margin of error; therefore, the results of the research will useful (White & McBurney, 2013). A sample size of 385 participants is sufficiently large and is representative of the population, and limits extreme observations and the impacts of outliers. The inclusion characteristics include: they must be female, must be aged between 13 and 19 years and must be exposed to different forms of media. The exclusion characteristics are: history of any mental or personality disorder and history of drug use. The sample should be diverse. This is to make the sample representative of all adolescent girls.
4. The sampling technique that will be used in the study is random sampling. Random sampling is choosing a sample from the statistical population so that every sample that could be chosen has a predetermined chance of being chosen. This is the most appropriate sampling technique since it is the least unbiased of all sampling methods (Monsen et al, 2008). Additionally, there is no subjectivity is the technique because each member of the statistical population has an equal chance of being chosen. The sample will generalize to the entire adolescent girls’ population. This is the key advantage of random sampling because it is representative of the population. The only factor that can make the sample unrepresentative of the population is sampling error.
5. There are two variables in my study: the dependent and the independent variable. The dependent variable is the body image of adolescent girls, while the independent variable is the media. The body image of adolescent girls’ is the dependent variable because it is changed by factors such as the media. This is the variable being measured in the study. The independent variable is not affected by other factors or variables. The research is attempting to establish the relationship between media and adolescent girls’ body image. That .
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1Running head MEDIA INFLUENCE ON BODY IMAGE MEDIA INFLUEN.docx
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Running head: MEDIA INFLUENCE ON BODY IMAGE
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read a research article by Chang, Luo, Walton, Aguilar, & Bailenson (2019) entitled “Stereotype Threat in Virtual Learning Environments: Effects of Avatar Gender and Sexist Behavior on Women's Math Learning Outcomes.”
1. What research question is being addressed in this study (it may not be stated explicitly, but try to put the basic question into your own words)?
1. What is the hypothesis?
2. What is the first independent variable?
3. What are the levels of the first IV?
4. What is the second independent variable?
5. What are the levels of the second IV?
6. What is the first dependent variable and how was it operationalized?
7. What is the second dependent variable and how was it operationalized?
9. List one quality of the study that indicates that it is an experimental design (vs. non-experimental or quasi-experimental design)?
10. Describe the participants in the study. How many participants are there? Where were the recruited from? Why did they participate?
11. In your own words what was the result of the study? Did they match the hypothesis?
12. What conclusions were drawn about human behavior? Go beyond simply re-stating the results. State the big-picture.
13. What is one possible confound in the study? Please explain your response.
Part 1 reading
LE Stereotype Threat in Virtual Learning Environments: Effects of Avatar Gender and Sexist Behavior on Women’s Math Learning Outcomes Felix Chang, BA,1 Mufan Luo, MA,2 Gregory Walton, PhD,1 Lauren Aguilar, PhD,1 and Jeremy Bailenson, PhD2 Abstract Women in math, science, and engineering (MSE) often face stereotype threat: they fear that their performance in MSE will confirm an existing negative stereotype—that women are bad at math—which in turn may impair their learning and performance in math. This research investigated if sexist nonverbal behavior of a male instructor could activate stereotype threat among women in a virtual classroom. In addition, the research examined if learners’ avatar representation in virtual reality altered this nonverbal process. Specifically, a 2 (avatar gender: female vs. male) · 2 (instructor behavior: dominant sexist vs. nondominant or nonsexist) between-subjects experiment was used. Data from 76 female college students demonstrated that participants learned less and performed worse when interacting with a sexist male instructor compared with a nonsexist instructor in a virtual classroom. Participants learned and performed equally well when represented by female and male avatars. Our findings extend previous research in physical learning settings, suggesting that dominant-sexist behaviors may give rise to stereotype threat and undermine women’s learning outcomes in virtual classrooms. Implications for gender achievement gaps and stereotype threat are discussed. Keywords: virtual reality, stereotype threat, social identity, virtual learning, gender Introduction Gender achieveme ...
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Running Head THE INFLUENCE OF MEDIA ON BODY IMAGE .docx
Running Head: THE INFLUENCE OF MEDIA ON BODY IMAGE 1
THE INFLUENCE OF MEDIA ON BODY IMAGE 2
The Influence Media has on Body Image of Adolescent Girls
Michele Jackson
Argosy University
Professor Russo
December 11, 2013
1. Do the media influence adolescent girl’s body images?
2. Null Hypothesis: the media does not have an influence on adolescent girl’s body image. Alternate Hypothesis: the media does influence adolescent girl’s body image.
3. The correct sample size that will be used in the research is 385 adolescent girls. Determining the right sample size involves the calculation of the margin of error. The estimated margin of error at 95 percent confidence level that is a 5 percent chance that the results will be different is derived by 1/√N. N is the sample size. This means that a sample size of 10 will have a margin of error of 31.6 percent, but a sample size of 100 will have a 10 percent margin of error. This implies that the greater the N, the smaller the margin of error; therefore, the results of the research will useful (White & McBurney, 2013). A sample size of 385 participants is sufficiently large and is representative of the population, and limits extreme observations and the impacts of outliers. The inclusion characteristics include: they must be female, must be aged between 13 and 19 years and must be exposed to different forms of media. The exclusion characteristics are: history of any mental or personality disorder and history of drug use. The sample should be diverse. This is to make the sample representative of all adolescent girls.
4. The sampling technique that will be used in the study is random sampling. Random sampling is choosing a sample from the statistical population so that every sample that could be chosen has a predetermined chance of being chosen. This is the most appropriate sampling technique since it is the least unbiased of all sampling methods (Monsen et al, 2008). Additionally, there is no subjectivity is the technique because each member of the statistical population has an equal chance of being chosen. The sample will generalize to the entire adolescent girls’ population. This is the key advantage of random sampling because it is representative of the population. The only factor that can make the sample unrepresentative of the population is sampling error.
5. There are two variables in my study: the dependent and the independent variable. The dependent variable is the body image of adolescent girls, while the independent variable is the media. The body image of adolescent girls’ is the dependent variable because it is changed by factors such as the media. This is the variable being measured in the study. The independent variable is not affected by other factors or variables. The research is attempting to establish the relationship between media and adolescent girls’ body image. That .
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Androcentric Bias Computers
- 1. Androcentric Norms and Computer Science Prepared for WS445 – Spring 2010 St. Cloud State University by the “cronegeek”
- 2. Stats - Why Source: NCWIT “By the Numbers” 2009
Editor's Notes
- Source: NCWIT - National Center for Women & Information Technology. “By the Numbers.” 2009. Retrieved 3/31/10 from http://www.ncwit.org/pdf/BytheNumbers09.pdf
- Source; NCWIT - National Center for Women & Information Technology, Fact Sheet, (no date) . Retrieved 3/31/10 from http://www.ncwit.org/about.factsheet.html Additional stats, comparing women in math & other science fields to computer science at http://www.ncwit.org/pdf/BytheNumbers09.pdf
- Source: for entering CS Majors at Carnegie Mellon Margolis, Jane, Allan Fisher, and Faye Miller. “The Anatomy of Interest: Women in Undergraduate Computer Science.” Women’s Studies Quarterly , 2000: 1&2, 104-127.
- Source:: Margolis, Jane, Allan Fisher, and Faye Miller. “Caring About Connections: Gender and Computing.” Retrieved 1/26/06 from http://www.cs.cmu.edu/~gendergap/papers/IEEE99.html (Also published in Technology and Society 2000)