Exploring the state of science stereotypes: Systematic review and meta‐analysis of the Draw‐A‐Scientist Checklist

Abstract

This systematic review and meta-analysis examined recent articles that have used the 1995 Draw-A-Scientist Checklist (DAST-C). This study was focused on the current state of students' stereotypes of scientists and the appropriateness of the DAST-C as a tool to assess these perceptions. Articles included in the review were published between 2003 and 2018, resulting in n = 30 studies. Mean results across studies are presented to describe current stereotypes of scientists, and the current format of the DAST-C is evaluated. Findings suggest that students' perceptions of scientists have largely remained consistent across time: scientists are still perceived as Caucasian, middle-aged or elderly males who wear lab coats and work indoors. However, while the DAST-C is a generally appropriate measure to assess students' perceptions of scientists, recommended revisions to the DAST-C could assist in capturing more modern scientist stereotypes and culturally bound perceptions of scientists. K E Y W O R D SDraw-A Scientist Checklist, meta-analysis, science stereotypes, systematic review 56 | FERGUSON aNd LEZOTTE

Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

“…It is worth to note that symbols of research (e.g., specimens and equipment) were more observed more often than symbols of knowledge (e.g., computers and notebooks), which is a common finding among most DAST-based research (Ferguson & Lezotte, 2020) Frequency counts, of the demographic attributes of scientists that were coded varied greatly across textbook publishers. Research by Good et al (2010) found that texts that contained non-stereotypical images of scientists (women scientists) improved female students comprehension of said text when compared to reading the same texts with stereotypical imagery (male scientists).…”

“…For children and adolescent learners, images play in influential role in their perceptions of scientists, which have evidenced by the plethora of research exploring scientists in film (Steinke, 2005), the media (Steinke et al, 2006(Steinke et al, , 2007(Steinke et al, , 2009, television (Steinke et al, 2008), trade books (Finson et al, 2017;Ford, 2006), and on the internet (Fujiwara et al, 2021). Thus, the exploration of students' perceptions of science and scientists is not a new endeavor, starting with early research by Mead and Metraux (1957), continuing to present day (e.g., Ferguson & Lezotte, 2020) and expanding internationally (e.g., Chionas & Emvalotis, 2021). A common and coherent strategy to both elicit and understand students' perceptions of a scientist is the Draw a Scientist Test (DAST; Chambers, 1983) and checklist (DAST-C) (Finson et al, 1995), respectively.…”

A global comparison of the circumscription and compromise theory of career development in science career aspirations

“…The universality of students' perceptions suggests that common influences, like western media, may be contributing to students' perceptions of science and scientists worldwide (Finson, 2003;Steinke et al, 2007;Jones & Hite, 2020). In their meta-analysis of DAST studies, Ferguson and Lezotte (2020) recommended revisions to DAST coding and analysis to better capture students' stereotypes so researchers may better understand from which these perceptions are sourced and their implications in perceptions of science in their future lives. This study connected career consideration using a novel approach (via C&C theory) to DAST data as a step in the direction toward expanding the DAST as a tool for researching science perceptions and career aspirations across the K-12 continuum.…”

Has the Stereotype of the Scientist Changed in Early Primary School–Aged Students Due to COVID-19?

“…Subsequently, different modifications were made to this test by different researchers [36]. This test, DAST, and its versions modified by other researchers, have been the most widely used tools for the analysis of drawings made by students in recent decades [6,28,37].…”