Spanish-speaking edutuber and gender gap
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Abstract
Currently, the presence of Spanish-speaking edutubers is evidence of a gender gap on YouTube. From here, three objectives are proposed: to define the figure of the edutuber, to describe their spaces, focusing on those created by women, and to detail their content. Using a qualitative approach, a methodological triangulation is employed between virtual ethnography, literature review and content analysis with 180 channels. The results reveal that the teaching edutuber presents four traits (presence, examples, metaphors and interactivity), three types of spaces (didactic, interpersonal communication and transmedia) and three pairs of associations (education-content, impact-education and edutubers-content). There is no creation of women in areas such as chemistry, geology, medicine or renewable energies, nor links to them in the humanities. Inequalities between women and men affect their channel, influence and support received, and their participation and training are needed to eliminate stereotypes. From educational contexts, it is necessary to pay attention to the communicative, psychosocial and scenographic character as well as methodological reflections towards future lines of research and media from a gender perspective, with an emphasis on early ages.
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