A Critical Discourse Analysis of Gender Representation in Software Engineering Education Videos on YouTube

2026-06-18 · Source: cs.SE updates on arXiv.org · Field: Science & Research — Social Sciences & Behavioral Studies, Research Methodology & Innovation, Engineering & Applied Sciences · Depth: Expert, extended

Summary

A critical discourse analysis of 200 English and German software engineering education videos on YouTube reveals a significant gender imbalance. The study, conducted by researchers from Technical University of Darmstadt, Eindhoven University of Technology, and University College London, found that male characters and masculine linguistic defaults overwhelmingly dominate these tutorials. An "agency gap" was identified, where technical and decision-making roles are almost exclusively assigned to male actors, while female actors are either absent or relegated to passive, low-agency positions. The German sample showed a higher average bias score of 0.77, with 63.9% categorized as "Minor Bias," largely due to the generic masculine default. In contrast, the English sample had an average bias score of 0.16, with 86.7% rated as "Balanced," though 94.67% of English videos still featured technical roles exclusively held by men. These findings suggest that online software engineering education may inadvertently reinforce gendered norms, creating a symbolic barrier for underrepresented groups.

Key takeaway

For software engineering educators and content creators developing online tutorials, recognize that your examples and language choices significantly impact perceptions of belonging. You should actively diversify character names, consistently use gender-neutral pronouns, and assign women to high-agency technical roles in coding examples. This thoughtful design can counter the "hidden curriculum" that currently reinforces male-centric technical identity, fostering a more inclusive learning environment for all aspiring engineers.

Key insights

Online software engineering tutorials perpetuate a "hidden curriculum" that associates technical agency with masculinity, creating a symbolic barrier.

Principles

• Educational materials frame belonging and identity.
• Hidden curricula communicate unspoken rules.
• Linguistic choices construct gendered identities.

Method

Critical Discourse Analysis (CDA) was applied to 200 manually coded YouTube tutorials (100 English, 100 German) to examine gender representation through contextual domains and linguistic identity markers.

In practice

• Diversify naming in human examples.
• Use gender-neutral pronouns consistently.
• Assign women active roles in coding examples.

Topics

• Gender Representation
• Software Engineering Education
• YouTube Tutorials
• Critical Discourse Analysis
• Hidden Curriculum
• Linguistic Bias

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Editorial summary, takeaway, and curation by AIssential. Original article published by cs.SE updates on arXiv.org.