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Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses.

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Curricula featuring counterstereotypical scientists can benefit students, instructors, and scientists. Careful development and implementation are crucial to maximize benefits and avoid unintended consequences in undergraduate life science education.

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Area of Science:

  • Life science education
  • Curriculum development
  • Social-ecological model

Background:

  • Undergraduate life science curricula increasingly feature counterstereotypical scientists.
  • This counters historical underrepresentation in science.
  • Variation exists in the development and implementation of these materials.

Purpose of the Study:

  • To characterize the variation in developing and implementing curricula with counterstereotypical scientists.
  • To examine benefits and costs for students, instructors, and featured scientists.
  • To offer recommendations for effective implementation.

Main Methods:

  • Application of the Social Ecological Model of Behavior Change framework.
  • Examination of personal and social elements.
  • Analysis from the perspective of students, instructors, and featured scientists.

Main Results:

  • Benefits for students are documented; potential benefits for instructors and featured scientists are explored.
  • Ineffective or inadvertent impacts may occur without attention to diverse factors.
  • Recommendations for highlighting counterstereotypical scientists are provided.

Conclusions:

  • Well-intentioned efforts require careful design and implementation.
  • Additional research is needed to optimize materials featuring counterstereotypical scientists.
  • Maximizing benefits and minimizing costs for all stakeholders is essential.