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Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology
Angelita T Rivera1, Shaelin Chong1, Jerick Kim1
1Department of Neurobiology, School of Biological Sciences, University of California San Diego, La Jolla, CA 92023.
CBE Life Sciences Education
|October 7, 2024
Summary
Scientist Spotlights assignments in biology courses showed students the diversity in science and humanized scientists, even with low perceived usefulness. These spotlights offered valuable insights and encouraged students to see themselves in STEM careers.
Area of Science:
- STEM Education
- Biology Education
- Sociology of Science
Background:
- Scientist Spotlights assignments highlight counterstereotypical scientists.
- Previous research focused on promoting possible selves in STEM.
- This study explores student-perceived value and impacts of these assignments.
Purpose of the Study:
- To understand the value students place on Scientist Spotlights.
- To analyze the self-reported impacts of these assignments on students.
- To explore emergent themes related to diversity, humanization, and self-efficacy.
Main Methods:
- Students in an introductory biology course reflected on long-term course influences.
- Expectancy-value theory guided the analysis.
- Thematic analysis was used for reflections mentioning Scientist Spotlights.
Main Results:
- 49% of students mentioned Scientist Spotlights, despite low instrumental value.
- Emergent themes included diversity in science, humanizing scientists, and self-efficacy.
- Few differences were observed between minoritized and non-minoritized students.
Conclusions:
- Scientist Spotlights act as "windows" into scientific diversity, "mirrors" for humanizing scientists, and "sliding glass doors" for engagement.
- These assignments have broad, multiple, and intersecting impacts on students.
- The study expands understanding of the effects of inclusive pedagogical tools in STEM.
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