How Picture Books on the National Science Teacher's Association Recommend List Portray Scientists

Farland-Smith, Donna; Finson, Kevin D.; Arquette, Cecile M.

doi:10.1111/ssm.12231

Cited by 8 publications

(9 citation statements)

References 36 publications

(47 reference statements)

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“…Overall, the results in the present study suggest that the current format of the DAST‐C appears as a generally appropriate measure of perceptions of scientists. Certain prevalent stereotypes of scientists found in this analysis are consistent with the previous literature: Students still view scientists as middle‐aged Caucasian men who wear white lab coats and work in a laboratory (Barman, ; Farland‐Smith, ; Farland‐Smith et al, ; Mead & Métraux, ). This study also supports the previous research that found a low prevalence of certain stereotypes in students’ drawings, such as Mythic Stereotypes, Indications of Danger, Indications of Secrecy, and Presence of Light Bulbs (Finson, ; Thomas & Hairston, ; Türkmen, ).…”

Section: Discussionsupporting

confidence: 89%

“…The DAST‐C was also used to access the images of scientists contained in 56 books on the National Science Teachers Association recommended list. Using the DAST‐C, findings indicate that images most frequently depicted middle‐aged or elderly Caucasian male scientists, but other stereotypical components also appeared with some frequency such as eyeglasses and facial hair (Farland‐Smith, Finson, & Arquette, ). This points to an ongoing need to ensure that the science community, from teachers to textbook publishers, is aware of implicit biases in science education and stereotypes that persist about scientists.…”

Section: Introductionmentioning

confidence: 99%

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

Ferguson

Lezotte

2020

School Sci & Mathematics

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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

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

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

Ferguson

Lezotte

2020

School Sci & Mathematics

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“…As highlighted, Finson (2002) noted the stereotypical perceptions of a scientist, and how this can affect students' subject selection. Farland-Smith et al (2017) found similar, whilst analysing images in books, with a particular focus on the depiction of scientists. They note that in 2015 and 2016 over 70% of images in these books were male, which may add to children's perceptions of a scientist's identity (Farland-Smith et al, 2017).…”

Section: Influences On Stereotypical Gender Beliefsmentioning

confidence: 69%

Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions

Gilchrist

Zhang

2022

International Journal of Educational Reform

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Gender stereotypes are often an unconscious notion, which can unjustly confine individuals’ pathways to that of those deemed acceptable in society. Therefore, this qualitative study aimed to explore whether such ideals are shown by primary school students’ and their teachers. Results showed that gender stereotypes were present, with both students and teachers expressing this. Students indicated that all six professions explored had large stereotypes. Teachers were largely in agreement, noting that although they felt able to challenge such ideals, many of them had no formal training throughout their teaching program. The results offer a rationale for more initial teacher training programs to explore the effects of gender stereotypes, preparing teachers to challenge these early on while children are developing their long-term beliefs, to avoid unjust bias.

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“…A recent study [18] examined the visual representations of scientists in NSTA's Outstanding Trade Books Awardees from 2014 to 2016. Results revealed that many of the books, more than half did not include any visual representations of scientists, and those that did signiicantly reinforced the misconception that scientists are males who are Caucasian.…”

Section: Scientists In Trade Booksmentioning

confidence: 99%

Mixed Messages for Our Next Generation of Scientists

Farland-Smith¹

2017

The Evolution of Media Communication

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Scientists have been in the media ever since Frankenstein in 1931. Today's youth may not have seen the original movie or read the book, but they have seen cartoon reiterations of the famous classic as the work has inspired numerous ilms, television programs, video games, characters in books and movies. The concept of the "mad scientist" creating a creature, monster, or weapon that eventually falls out of his control, leading to the scientist's eventual defeat or ruin, is a common theme in science-iction and comic books.Draw-A-Scientist protocols have been utilized by science education researchers to investigate learners' perceptions of scientists. This chapter discusses historical perspectives of scientists in the media, the methods for analyzing students' perceptions of scientists and how aspects of their illustrations relate students' perceptions of scientists. The discussion presented here is framed in the context in which young children hold a range of perceptions that are based on cultural inluences, and sometimes these images are limited, and sometimes they compete within the individual. The position of this author is that each of these three are interconnected with the others, support each other, and must be considered along with students' cultural background and science identity if these illustrations are to fulill any promise of its utility for research or instructional purposes.

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How Picture Books on the National Science Teacher's Association Recommend List Portray Scientists

Cited by 8 publications

References 36 publications

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

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

Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions

Mixed Messages for Our Next Generation of Scientists

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