@article{10.11648/j.ajap.20231205.11,
  author = {Eva Schmidthaler and Matthias Schmollmüller and Pia Wimmer-Furian and Corinna Hörmann and Marina Rottenhofer and Barbara Sabitzer},
  title = {Exploring Gender Stereotypes and Sexism in Learning Apps: Insights from Austrian Secondary School Students},
  journal = {American Journal of Applied Psychology},
  volume = {12},
  number = {5},
  pages = {111-128},
  doi = {10.11648/j.ajap.20231205.11},
  url = {https://doi.org/10.11648/j.ajap.20231205.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20231205.11},
  abstract = {Mobile educational applications (learning apps) have gained significant popularity in classrooms due to their potential to enhance student engagement and improve learning outcomes. However, it is crucial to ensure that these apps not only facilitate educational content but also promote equality, challenge gender stereotypes, and avoid perpetuating discriminatory practices. This study aims to investigate the perceptions of secondary school students regarding gender representations, the use of gender-neutral language, and the presence of gender-derogatory terms in two selected learning apps: “Simpleclub” and “StudySmarter”. This study involved a sample of 244 students aged between 11 and 18 years from two Austrian secondary schools. The students actively participated in teaching and learning activities where the learning apps were integrated into the curriculum. To gather data, an online questionnaire comprising both open-ended and closed-ended questions was administered to the participants. The questionnaire aimed to capture the students' feedback on their perceptions of gender representations, language usage, and stereotypes within the learning apps. The findings of the study revealed that gender-typical representations were prevalent in both learning apps. In “Simpleclub” men were primarily portrayed based on superficial factors such as age, clothing, attractiveness, and physical attributes. On the other hand, women were depicted in accordance with traditional gender stereotypes, focusing on their physical appearance, attractiveness, and conformity to societal beauty standards. Similarly, in “StudySmarter” men were predominantly described in terms of their occupations and external appearance, with relatively less emphasis on their physical attributes. However, gender stereotypes were still evident in the portrayal of men. In terms of gender-neutral language, the study found that its usage was limited within learning apps. The students reported difficulties in identifying consistent instances of gender-neutral language or depiction in the apps. Furthermore, participants noticed the presence of gender-derogatory and sexist language in the learning videos. These findings underscore the need for more diverse and inclusive representations of all genders in learning apps. Efforts and future research should be directed toward improving awareness and implementation of gender-appropriate language in educational materials, as well as fostering a culture of inclusivity and respect.},
 year = {2023}
}

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TY  - JOUR
T1  - Exploring Gender Stereotypes and Sexism in Learning Apps: Insights from Austrian Secondary School Students
AU  - Eva Schmidthaler
AU  - Matthias Schmollmüller
AU  - Pia Wimmer-Furian
AU  - Corinna Hörmann
AU  - Marina Rottenhofer
AU  - Barbara Sabitzer
Y1  - 2023/09/27
PY  - 2023
N1  - https://doi.org/10.11648/j.ajap.20231205.11
DO  - 10.11648/j.ajap.20231205.11
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
SP  - 111
EP  - 128
PB  - Science Publishing Group
SN  - 2328-5672
UR  - https://doi.org/10.11648/j.ajap.20231205.11
AB  - Mobile educational applications (learning apps) have gained significant popularity in classrooms due to their potential to enhance student engagement and improve learning outcomes. However, it is crucial to ensure that these apps not only facilitate educational content but also promote equality, challenge gender stereotypes, and avoid perpetuating discriminatory practices. This study aims to investigate the perceptions of secondary school students regarding gender representations, the use of gender-neutral language, and the presence of gender-derogatory terms in two selected learning apps: “Simpleclub” and “StudySmarter”. This study involved a sample of 244 students aged between 11 and 18 years from two Austrian secondary schools. The students actively participated in teaching and learning activities where the learning apps were integrated into the curriculum. To gather data, an online questionnaire comprising both open-ended and closed-ended questions was administered to the participants. The questionnaire aimed to capture the students' feedback on their perceptions of gender representations, language usage, and stereotypes within the learning apps. The findings of the study revealed that gender-typical representations were prevalent in both learning apps. In “Simpleclub” men were primarily portrayed based on superficial factors such as age, clothing, attractiveness, and physical attributes. On the other hand, women were depicted in accordance with traditional gender stereotypes, focusing on their physical appearance, attractiveness, and conformity to societal beauty standards. Similarly, in “StudySmarter” men were predominantly described in terms of their occupations and external appearance, with relatively less emphasis on their physical attributes. However, gender stereotypes were still evident in the portrayal of men. In terms of gender-neutral language, the study found that its usage was limited within learning apps. The students reported difficulties in identifying consistent instances of gender-neutral language or depiction in the apps. Furthermore, participants noticed the presence of gender-derogatory and sexist language in the learning videos. These findings underscore the need for more diverse and inclusive representations of all genders in learning apps. Efforts and future research should be directed toward improving awareness and implementation of gender-appropriate language in educational materials, as well as fostering a culture of inclusivity and respect.
VL  - 12
IS  - 5
ER  - 

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