Student Perceptions of Obstacles in Science Careers are Not Altered by Scientist Stories of Challenges

Incorporating counterstereotypical scientist role models into undergraduate biology courses is a powerful, evidence-based way to support student persistence in STEM fields. However, educational resources featuring counterstereotypical scientists could unintentionally have adverse impacts on student attitudes towards science. Here, we leveraged a multi-institution experiment that manipulated whether educational materials included information on the obstacles faced by counterstereotypical scientists in their careers. After students received these variable materials, we documented the obstacles they perceived they may face as scientists. Through the lens of attribution theory, we found that students are aware of a variety of obstacles they would face as scientists and that student perceptions of those obstacles are not changed by sharing the obstacles that scientists had to overcome. We encourage instructors to share scientists' stories of the obstacles they faced in their careers without concern that this will alter students' perceptions of careers in science.