In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter

We report on a brief, simple, online course intervention designed to reduce identity gaps and help students see their “possible selves” in working scientists. Students (n = 238) in a large-enrollment, introductory biology course for nonmajors were assigned nine podcasts, distributed throughout the s...

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Autores principales:	Azariah Yonas, Margaret Sleeth, Sehoya Cotner
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/ca01c7f1db77461da614bbf14b89095e
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spelling	oai:doaj.org-article:ca01c7f1db77461da614bbf14b89095e2021-11-15T15:04:42ZIn a “Scientist Spotlight” Intervention, Diverse Student Identities Matter10.1128/jmbe.v21i1.20131935-78851935-7877https://doaj.org/article/ca01c7f1db77461da614bbf14b89095e2020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.2013https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885We report on a brief, simple, online course intervention designed to reduce identity gaps and help students see their “possible selves” in working scientists. Students (n = 238) in a large-enrollment, introductory biology course for nonmajors were assigned nine podcasts, distributed throughout the semester. These podcasts each featured a scientist telling a “true, personal story about science,” and we intentionally selected podcasts featuring scientists from diverse backgrounds. We hypothesized that this intervention would serve to broaden student perceptions of science and scientists, and we used a mixed-methods approach to analyze (a) survey data and (b) short written responses about how these podcasts impacted students’ views of the people who do science. Student survey responses confirm that students overwhelmingly found the podcasts valuable, engaging, and relatable, and student impressions varied as a function of student identity (gender, religiosity, sexual orientation, etc.). Further, these podcasts changed student perceptions of the sort of people who do science. This work builds on earlier findings and expands the current work to include a look at how students from a range of different identities—hidden and visible—respond to a simple intervention designed to counter stereotypes about scientists.Azariah YonasMargaret SleethSehoya CotnerAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (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 Azariah Yonas Margaret Sleeth Sehoya Cotner In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter
description	We report on a brief, simple, online course intervention designed to reduce identity gaps and help students see their “possible selves” in working scientists. Students (n = 238) in a large-enrollment, introductory biology course for nonmajors were assigned nine podcasts, distributed throughout the semester. These podcasts each featured a scientist telling a “true, personal story about science,” and we intentionally selected podcasts featuring scientists from diverse backgrounds. We hypothesized that this intervention would serve to broaden student perceptions of science and scientists, and we used a mixed-methods approach to analyze (a) survey data and (b) short written responses about how these podcasts impacted students’ views of the people who do science. Student survey responses confirm that students overwhelmingly found the podcasts valuable, engaging, and relatable, and student impressions varied as a function of student identity (gender, religiosity, sexual orientation, etc.). Further, these podcasts changed student perceptions of the sort of people who do science. This work builds on earlier findings and expands the current work to include a look at how students from a range of different identities—hidden and visible—respond to a simple intervention designed to counter stereotypes about scientists.
format	article
author	Azariah Yonas Margaret Sleeth Sehoya Cotner
author_facet	Azariah Yonas Margaret Sleeth Sehoya Cotner
author_sort	Azariah Yonas
title	In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter
title_short	In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter
title_full	In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter
title_fullStr	In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter
title_full_unstemmed	In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter
title_sort	in a “scientist spotlight” intervention, diverse student identities matter
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/ca01c7f1db77461da614bbf14b89095e
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In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter

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