Social assessment by gender when communicating technical and scientific information

Abstract

In this study, 297 high school students—whose average age was 15—were asked to assess brief popular scientific publications that examine the connection between people's biochemical states and violence. The purpose of the review was to identify any gender bias in the texts. On a scale of 0 to 10, two "mirror questionnaires" were utilized to evaluate this bias. The first questionnaire received responses from 181 pupils, while the second group received responses from 116 students. There were two test parts and control questions on both questionnaires. The first test component of the questionnaire included a photo and details about a female expert researcher. It was followed by a note listing the names of male experts. The expert's gender and the names listed in the remark were switched in the second questioning. Between sections, one set of pupils acted as a control for the other in this manner. In order to analyze the data, it was necessary to compare the questionnaires and determine statistical indices for every question. For every question and group, statistical measures such as mean, standard deviation, and mode were ascertained. It was determined whether gender obtained greater scores or whether there were times after combining the data. The findings show that while males receive superior evaluations in five out of the thirteen items examined with mode, females receive better average evaluations for each question.