Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>

This study explores whether integrating multicultural content within a genetics laboratory course affected students’ awareness of diversity and their perceptions of scientists’ identities. Genetics laboratory curricula typically focus on content and experimental procedures, with cursory references t...

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Autores principales:	Jennifer D. Robison, Nicolas F. Berbari, Anusha S. Rao
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/07b5d81850b2402680aa4c18c09be404
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spelling	oai:doaj.org-article:07b5d81850b2402680aa4c18c09be4042021-11-15T15:04:14ZUsing a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>10.1128/jmbe.v21i3.22331935-78851935-7877https://doaj.org/article/07b5d81850b2402680aa4c18c09be4042020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i3.2233https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This study explores whether integrating multicultural content within a genetics laboratory course affected students’ awareness of diversity and their perceptions of scientists’ identities. Genetics laboratory curricula typically focus on content and experimental procedures, with cursory references to the scientists who made these discoveries. The resulting poor racial and gender representation in the curricula propagate biases about the abilities and contributions of scientists from underrepresented groups, which may adversely affect the retention and success of students in these groups. Initially, students completed a pre-test in which they were asked to recall the names of geneticists and their scientific contributions. Later students created a mock magazine issue featuring a diverse set of experts in genetics, specifically members of traditionally underrepresented gender/sexuality and/or racial/ethnic groups. To facilitate this assignment, students were randomly assigned a geneticist from a pool of active research scientists, spanning a wide range of scientific and cultural backgrounds and identities. Each student wrote a 500-word biography of their assigned geneticist and read biographies composed by peers. Then, in groups, the students categorized biographies based on student-selected unifying themes into a table of contents. On the final exam, the pre-test was repeated as a post-test. In the pre-test, scientists listed by students were 94% male and 6% female, with no members of other underrepresented groups included. In the post-test, scientists listed by students shifted to 84% male and 16% female with 18% from underrepresented groups. These data suggest that this intervention increases awareness of the multicultural nature of scientists.Jennifer D. RobisonNicolas F. BerbariAnusha S. RaoAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jennifer D. Robison Nicolas F. Berbari Anusha S. Rao Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>
description	This study explores whether integrating multicultural content within a genetics laboratory course affected students’ awareness of diversity and their perceptions of scientists’ identities. Genetics laboratory curricula typically focus on content and experimental procedures, with cursory references to the scientists who made these discoveries. The resulting poor racial and gender representation in the curricula propagate biases about the abilities and contributions of scientists from underrepresented groups, which may adversely affect the retention and success of students in these groups. Initially, students completed a pre-test in which they were asked to recall the names of geneticists and their scientific contributions. Later students created a mock magazine issue featuring a diverse set of experts in genetics, specifically members of traditionally underrepresented gender/sexuality and/or racial/ethnic groups. To facilitate this assignment, students were randomly assigned a geneticist from a pool of active research scientists, spanning a wide range of scientific and cultural backgrounds and identities. Each student wrote a 500-word biography of their assigned geneticist and read biographies composed by peers. Then, in groups, the students categorized biographies based on student-selected unifying themes into a table of contents. On the final exam, the pre-test was repeated as a post-test. In the pre-test, scientists listed by students were 94% male and 6% female, with no members of other underrepresented groups included. In the post-test, scientists listed by students shifted to 84% male and 16% female with 18% from underrepresented groups. These data suggest that this intervention increases awareness of the multicultural nature of scientists.
format	article
author	Jennifer D. Robison Nicolas F. Berbari Anusha S. Rao
author_facet	Jennifer D. Robison Nicolas F. Berbari Anusha S. Rao
author_sort	Jennifer D. Robison
title	Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>
title_short	Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>
title_full	Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>
title_fullStr	Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>
title_full_unstemmed	Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>
title_sort	using a student-generated mock magazine issue to improve students’ awareness of diverse scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/07b5d81850b2402680aa4c18c09be404
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Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists<sup><xref ref-type="fn" rid="fn1-jmbe-21-75">†</xref></sup>

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