This study queried collegiate level instructors of public speaking asking if there was a gender based difference in their attitudes and beliefs about stuttering. The survey examined for relationships between instructor level of education and: sources of knowledge, knowledge of causation and, amount of knowledge about stuttering. Communication literature searches indicated there were few, if any, studies which specifically addressed the knowledge levels, sources of knowledge and causation information for stuttering. Stuttering occurs in approximately 1% of the worldwide population so it is reasonable to expect that most collegiate level instructors would have individuals who stutter presenting in their classrooms. A Qualtrics survey, presented the Public Opinion Survey of Human Attributes - Stuttering, to participants across the United States who were members of the Basic Course in communication list serv or who were subscribed to CRTNET. A total of 134 individuals responded to the survey. The majority of respondents were native English speakers, with a small number speaking Spanish as a second language. Respondents represented thirty six of the fifty United States with 113 respondents reporting they actively were teaching the basic course in public speaking. Statistical analyses indicated there were no significant differences between master and doctoral level educated instructors in their: sources of knowledge; information on causation of stuttering, and; amount of knowledge about people who stutter. There were no significant differences between instructor gender and attitudes about stuttering, and beliefs about people who stutter. Findings underscored the limited amount of information which this sample of public speaking instructors possessed regarding the causation of stuttering as only 37.7% of respondents selected genetics as an underlying factor in the occurrence of stuttering. The majority of instructors reported some information to none about people who have a stuttering disorder. They indicated their knowledge was acquired through personal experiences, school, and to a lesser degree, print media.

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Historically, women with tattoos have been fetishized in mainstream media and seen as more masculine, unprofessional, and deviant. I conducted a textual analysis of 42 YouTube videos with a minimum of 100,000 views from 2015 to 2020 uploaded by women who display and talk about their tattoos. Guided by a feminist media theory lens, this study finds that, through the simple vlogging set-up, women talk about the content, motivations, stories, and meanings they associate with their tattoos. The primary reasons to get tattooed in these videos appear to be the meaning of the tattoos and/or the tattoos’ aesthetics. These videos help women define their digital identity and normalize their tattoo consumption rather than allow people to control and project a stereotypical narrative onto their bodies. These women reframe their tattoo consumption by using it to express themselves and their autonomy. These women discuss their tattoos in a way that reclaims their agency against stereotypes describing women with tattoos as unladylike, promiscuous, lazy, unprofessional, and manly. These women also emphasize how their tattoos help them represent their identities and connect to certain groups. In addition, by making these videos, which social media followers heavily requested, women can also empower themselves by supporting their digital social presence for social and capital gain. / Media Studies & Production

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