Reasons for the Perceived Images of Scientists by Race and Gender of Students in Grades 1–7

William J. Sumrall

61 citations0/0 files storedSchool Science and Mathematics

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Science Education and Perceptions Science Education and Pedagogy Career Development and Diversity

Abstract

The study described focused on the gender and race of subjects and their perceptions about scientists. Of particular interest were the factors behind a particular subject drawing a scientist of a particular race and/or gender. Subjects were asked to describe their scientist and provide a reason for drawing it of a particular race and gender. Grade level, gender, and race of subjects were recorded with their responses. Interviewers were 25 junior/senior level preservice elementary teachers. Three‐hundred fifty‐eight subjects were administered the DAST and subsequently interviewed. Data were collected from subjects in Grades 1 to 7 in 24 elementary and middle schools (Grades K‐9). Subjects' reasons for drawing a scientist a particular race and gender were determined by evaluators to fall into 12 categories.

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References

1983Stereotypic images of the scientist: The draw‐a‐scientist test 1991Science and Engineering Indicators—1989 1957Image of the Scientist among High-School Students 1998Women and Minorities in Science and Engineering 1986Influence of students' background and perceptions on science attitudes and achievement 1991Draw‐A‐Scientist Test: Future Implications 1983Elementary School Children's Perceptions of Scientists 1990Scientist in Residence Program Improving Children's Image of Science and Scientists

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2021Gender, stereotypes and grade level in the draw-a-scientist test in Italian schoolchildren 2006Pulling Back the Curtain: Uncovering and Changing Students' Perceptions of Scientists 2010The image of scientific researchers and their activity in Greek adolescents’ drawings 1998Science‐related attitudes and science course selection:A study of high‐ability boys and girls 2016American and Greek Children’s Visual Images of Scientists

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