Climate change and the representations of women: A canadian and american newspaper analysis
Bibliographic record
Abstract
Climate change presents a threat for everyone but its impacts are and will be most felt by women. This knowledge has sparked a number of discussions, including the ways to alleviate this burden, the mechanisms that have rendered women more at risk and even a distinctive scepticism brought on by structural power relations and associated masculinities. The discussion however has rarely been explored with a social and cultural psychological perspective, using both a gender and intersectional lens for deeper comprehension. With the help of the Social Representation Theory, the present thesis aimed to provide such a perspective by analysing the existing media representations about women in regards to climate change in both American and Canadian newspapers. Using a content reflexive thematic analysis, findings suggest that the majority of newspapers skim the surface of the issue by rendering a minimalist understanding of it. Findings also suggest that women are often represented by their social role, a representation closely related to their perceived agency, and that women are predominantly described as ‘vulnerable’, allowing for the propagation of existing stereotypes. Finally, a small number of articles do discuss the disproportionate effects of climate change on intersectionality, a finding that underlies important psychosocial impacts and the perpetuation of associated inequalities. Further research is needed to understand the critical role of the media in constructing and reinforcing narratives surrounding gender equality and climate change.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".