SCS 100 Module Four Activity
Shelby Farris
Describe the underlying meanings or socially significant messages each of your advertisements
communicates.
Google: BodyType
o There are several underlying meanings or socially significant messages in this ad,
personally, I believe them to all be very positive. The socially significant messages and
underlying meanings are: self love and confidence in one’s own skin, challenging
traditional beauty standards, inclusivity and diversity, empowerment, self-expression
through dance, and a sense of community.
Olay: #MakeSpaceforWomen
o Gender equality in STEM careers, inclusivity, using celebrities to advocate for women in
STEM fields, and inclusivity.
Dove: Empowering Idents
o Gender equality in professional careers, empowering women, breaking stereotypes,
advocating for disabled people, equality for people with disabilities, advocating for
women, and diversity.
Pantene: See Beauty Not Gender
o Challenging traditional beauty standards, inclusivity, diversity, acceptance, advocating
for transgender people, empowerment, and challenging stereotypes.
Write a research question based on a social science perspective and related to at least one of your
advertisements.
“How do societal and cultural factors influence the persistence of the gender gap in STEM
careers, and what interventions can effectively promote gender equity in these fields?”
Describe how you used a social science perspective to create your research question.
I used a sociological perspective which looks at how societal structures, norms, and values can
influence the gender gap. Cultural perspective and psychological perspective was used as well.
Cultural perspective focuses on how cultural beliefs can influence the gender gap in STEM fields.
The psychological perspective looks at how personal experiences related to gender affect one’s
confidence and motivation in STEM careers. Economic perspective focuses on wage differences,
employment opportunities, and other finance-related barriers that contribute to the gender gap
in STEM fields.
1
Shelby Farris
Describe the underlying meanings or socially significant messages each of your advertisements
communicates.
Google: BodyType
o There are several underlying meanings or socially significant messages in this ad,
personally, I believe them to all be very positive. The socially significant messages and
underlying meanings are: self love and confidence in one’s own skin, challenging
traditional beauty standards, inclusivity and diversity, empowerment, self-expression
through dance, and a sense of community.
Olay: #MakeSpaceforWomen
o Gender equality in STEM careers, inclusivity, using celebrities to advocate for women in
STEM fields, and inclusivity.
Dove: Empowering Idents
o Gender equality in professional careers, empowering women, breaking stereotypes,
advocating for disabled people, equality for people with disabilities, advocating for
women, and diversity.
Pantene: See Beauty Not Gender
o Challenging traditional beauty standards, inclusivity, diversity, acceptance, advocating
for transgender people, empowerment, and challenging stereotypes.
Write a research question based on a social science perspective and related to at least one of your
advertisements.
“How do societal and cultural factors influence the persistence of the gender gap in STEM
careers, and what interventions can effectively promote gender equity in these fields?”
Describe how you used a social science perspective to create your research question.
I used a sociological perspective which looks at how societal structures, norms, and values can
influence the gender gap. Cultural perspective and psychological perspective was used as well.
Cultural perspective focuses on how cultural beliefs can influence the gender gap in STEM fields.
The psychological perspective looks at how personal experiences related to gender affect one’s
confidence and motivation in STEM careers. Economic perspective focuses on wage differences,
employment opportunities, and other finance-related barriers that contribute to the gender gap
in STEM fields.
1
