Student Perceptions of a Scientist: Challenging Stereotypes About People in Science

Abstract:

In past studies, when asked what a scientist looks like, students have repeatedly identified a scientist as a White male (typically wearing glasses). As environmental science is a field that is predominantly white, we are conducting education research that addresses Dr. Angela Barton’s statements that learning science is “as much about becoming a legitimate participant in a community of practice as it is about learning the content of the discipline” and that learning sciences must “embrace equity- and diversity- driven concerns” (Barton, 2010, 191). Our research examines how introducing 5th grade students to STEM role models and practitioners (scientists, doctors, computer programmers, etc.), who are from underrepresented groups (women, minority, etc.) and can connect their work to environmental science, has an impact on students’ perceptions of what a scientist is, does, and looks like and therefore who can become a scientist. Our presenters will not only present their educational, career, and personal journeys to becoming scientists, but they will also give the students a science lesson utilizing Dr. Bryan Brown’s “content-first” approach. Students will then research an environmental science issue and how it links to their community and society in general. We hope that students will feel like environmental science “experts” and develop the agency to feel like they are capable of helping their own community. Through these projects, we will help students utilize science discourse (in accordance with Dr. Brown’s method).

We will investigate whether the dominant factors impacting perceptions of scientists are: 1. Having a concordant role model and/or 2. Signaling that the STEM field is inclusive. We also will measure if teachers see any value in our science teaching style and if they can adopt our approach. This project examines if our approach is enough to change students' perspectives to the point where students can see themselves as members of the scientific community and would possibly consider entering a career in STEM. Ultimately, this work can help to inform how science programs during school hours, after-school programs, and other outreach events can solidify changes in perception.