Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments

• Published in: CBE - Life Sciences Education Vol. 22; no. 2; p. ar22
• Main Authors: Ovid, Dax, Abrams, L'vannah, Carlson, Tess, Dieter, Mark, Flores, Paulos, Frischer, David, Goolish, Jolie, Bernt, Michelle La-Fevre, Lancaster, Amber, Lipski, Christopher, Luna, Joshua Vargas, Luong, Lucy M. C, Mullin, Marlene, Newman, Mia Janelle, Quintero, Carolina, Reis, Julie, Robinson, Freja, Ross, Allison James, Simon, Hilary, Souza, Gianne, Taylor, Jess, Ward, Katherine E, White, Yvonne Lever, Witkop, Emily, Yang, Christine, Zenilman, Aliza, Zhang, Eddie, Schinske, Jeffrey N, Tanner, Kimberly D
• Format: Journal Article
• Language: English
• Published: United States American Society for Cell Biology 01.06.2023
• Subjects: Disproportionate Representation; General s and; Humans; Research Design; Schools; Science - education; Scientists; Secondary School Students; Self Concept; Stereotypes; Student Attitudes; Students; Writing; Writing Assignments
• ISSN: 1931-7913; 1931-7913
• DOI: 10.1187/cbe.22-07-0149

Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists--Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.