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Redefining the Scientist Image: A Young Scientists Program Success
The Big Idea
Participation in hands-on STEM lab activities has led to a significant shift in how Latino and Black students perceive scientists, moving away from the traditional image of white men in lab coats to a more inclusive representation that reflects their own identities.
The Young Scientists Program, part of the Joint Educational Project at the University of Southern California, is focused on delivering specialized instruction in science, technology, engineering, and mathematics to elementary schools serving predominantly Latino and Black students. These populations have historically been underrepresented in STEM disciplines. The program employs undergraduate and graduate STEM majors to conduct lab experiments at seven Los Angeles schools, reaching around 2,400 students in grades two to five who each receive 20 hours of instruction annually; over 80% of these students are Latino, and approximately 13% are African American.
To evaluate whether the program sparks interest in science and shifts student perceptions of scientists, an evalMation tool was utilized that is based on the Draw-A-Scientist-Test. Developed in 1983 by educational researcher David Wade Chambers, this test measures children’s preconceived notions about scientists. Subsequent research led to the creation of a checklist for analyzing the drawings, focusing on attributes such as gender, age, race, and the presence of a laboratory setting.
Initially, when the program commenced data collection in 2015, a staggering 90% of the drawings rendered by students depicted white men in lab coats, often resembling figures like Albert Einstein. Furthermore, about 10% of the students lacked awareness of what a scientist entails, as illustrated by those who simply wrote “I don’t know” or sketched question marks.
Over time, the diversity of the drawings has improved, a change attributed to multiple factors including the hiring of a more inclusive teaching staff and the integration of diverse scientists of color into the curriculum.
In the fall of 2019, prior to the program’s start, students were asked to sketch a scientist. Just under 40% illustrated white female scientists, 6% depicted scientists of color (both male and female), and 6% represented themselves as scientists. Nearly half, or 48%, portrayed scientists as either white men or cartoon characters. After completing the program, when prompted to redraw a scientist, 37% created images of white women, while 10% drew scientists of color, and 9% depicted themselves. Only 44% fell back to portraying white men or cartoon figures.
While these changes in representation may seem modest, they hold considerable significance. They indicate that students are beginning to cultivate a personal identity linked to scientific pursuits.
Why It Matters
The representation of Black workers in the STEM workforce stands at a mere 9%, while Latino workers comprise 8%, despite making up approximately 13% and 19% of the U.S. population, respectively. Moreover, Black and Latino students are less likely to graduate with STEM degrees than their white and Asian counterparts.
The lack of diversity within STEM makes it challenging for students of color to envision themselves as future scientists. Research suggests that a more diverse scientific workforce can yield greater innovation, enhanced healthcare outcomes, supportive educational environments, and a boost in public trust in science.
What Still Isn’t Known
While we aspire for students completing the Young Scientists Program to pursue STEM careers and ultimately become scientists, we currently lack data to track their progress after graduation. Notably, one former participant and four other community students who are STEM majors now teach science within the community they once called home, exemplifying the aspirations of our program.
What’s Next
To effectively reshape students’ preconceived notions of scientists as predominantly white and male, it is essential they are exposed to diverse educators, learn about historical scientists of color, and encounter diverse characters in STEM-related children’s literature. Our goal is for future drawings to continue reflecting increased representations of scientists of color, alongside self-portraits of the students as aspiring scientists.
Source
www.higheredjobs.com