打破刻板印象:科学家的本科生生活经历如何塑造他们的可能性范围
Ashley Rose Acosta-Parra1, Dax Ovid2, Brie Tripp1
1Davis, Department of Neurobiology, Physiology, and Behavior, University of California, Davis, CA 95616.
CBE life sciences education
|October 22, 2024
概括
大多数学生遇到刻板印象的科学家,限制了他们的科学身份发展. 包容性材料,如科学家聚焦点扩大追求科学的可能性,特别是对于边缘化的学生.
科学领域:
- 科学教育科学教育教育.
- 科学社会学科学社会学
- 文化学习路径 文化学习路径
背景情况:
- 几十年的学术研究突出了科学家在教育材料中的代表性问题.
- 现有的课程经常延续科学家的刻板印象形象.
- 文化学习路径 (CLP) 框架提供了对身份发展的理解.
研究的目的:
- 描述本科生一生的经历与科学家的感知.
- 研究包容性课程补充对科学认同和"可能性范围"的影响.
- 确定科学家的理想代表,以提高包容性.
主要方法:
- 与本科生进行了31次半结构面试.
- 利用了参与科学家聚光灯 (scientistspotlights.org) 的学生的数据.
- 分析了关于学生感知和经验的定性数据.
主要成果:
- 94%的学生报告说,终身接触到刻板印象的科学家,限制了他们对科学的追求.
- 100%的学生发现Scientist Spotlights提高了他们在科学中的"可能性范围".
- 97%的学生希望更多的科学家对立刻板印象的表现.
结论:
- 刻板印象的科学家描绘显著限制学生的科学身份和愿望.
- 包容性课程资源对于扩大所有学生的"可能性范围"至关重要,特别是那些来自边缘背景的学生.
- 在课程和机构中增加多元科学家的代表性对于培养更具包容性的科学界至关重要.
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