Yo mama is SO stupid she can’t explain plate tectonics! December 4, 2014Posted by mareserinitatis in education, feminism, science, societal commentary, teaching.
Tags: children, communication, feminism, science, science education, sexism
When selling something or conveying information, particularly when it is technical, one wants to make it easy and understandable. Unfortunately, one of the most common approaches I’ve seen is to say one needs to make it easy enough for an older woman to understand, particularly a mother or grandmother. One example of this issue was the IEEE article posted about the making of the Arduino that was erroneously titled, “With the Arduino, Now Even Your Mom Can Program.” They corrected it and apologized.
Last week, I came across another one about having a “grandmother talk.” Once people got upset about the sexist trope, the author changed it. However, it was more out of frustration because people weren’t paying attention to his main point about communication. (Note: if you piss off half of your audience with your title, chances are your communication may weak in certain areas.)
I don’t understand why they don’t just come out and title these things as such:
Yo mama is so stupid she can’t program an Arduino
Yo nana is so stupid she can’t science
I don’t think anyone would intentionally pick on grandma, but they apparently do so without realizing it.
The problem with using this terminology is that it assumes older women have no interest or ability when it comes to technical or complex information. Frankly, I’m pretty sure that, with the right instructions, both my mother and grandmother could handle a lot of technical topics. Being older females, however, people often assume that they are too ignorant to really learn things in depth. But despite myriad counter examples, the stereotype still exists. Some women really have little interest and ability in science, but there are also many, many women who are exceptionally talented scientists and engineers.
I have not yet seen, however, what seems to me a much better analogy: the kid talk. What if your kids ask you questions and you have to simplify it to be developmentally appropriate or to meet the constraints of a limited attention span?
When I try to make things understandable to kids, I take the approach that there may be developmental challenges that they’re not ready to meet, such as a particular level of abstract reasoning. Perhaps they don’t yet have enough math to follow the technical details of a topic. There is also the reality that even the most mature five-year-old is not going to listen to me go on and on for hours about a particular topic, except perhaps Legos. The point of meeting them where they’re at is not because they are ignorant but because they’re inexperienced and uninformed. While I suppose a few would get offended at such a characterization, it also acknowledges that they’re capable of learning more once they’re a bit more mature or if they have a particular interest. It gives you some wiggle room, and you don’t have to stereotype anyone or be condescending.
I decided to put this into practice and once asked my older son to sit in on my classes. He would’ve been a year or two younger than most of the kids in the class, but being tall, he blended in very well. (It also helped that we don’t have the same last name.) I felt the information would be useful for him, but I also wanted to get his take on what parts were confusing or needed work. Beyond actually having a kid give you live feedback (because, let’s face it, they aren’t always available), it’s useful to even contemplate explaining concepts to kids.
There are a lot of marketing slogans to the effect of “so easy, a kid could do it,” but science and engineering communicators don’t generally seem to think this way. Part of the problem is that they don’t view children as a potential audience, even though I think they’re a rather important subset of most groups. I’m not saying you have to communicate on the level of a four-year-old, but an educated and curious 14-year-old will get you a long way. I wonder if science would be more interesting if we saw these kids as our intended audience in most communication ventures. At the very least, I’m sure there’d be more jokes.