Meeting Abstract

P3-59   -   Investigating undergraduate student conceptions of biologists and the nature of their work Sheetz, JLS*; Hansen, AK; Lent, DD; California State University, Fresno johnnyshasha@mail.fresnostate.edu

We conducted a study to investigate undergraduate biology student conceptions of biologists and the nature of their work. We drew from a large body of research that investigates conceptions through drawing. Specifically, we adapted the “Draw a Scientist Test” (Chambers, 1983) for the discipline of biology. This test has been used to assess student conceptions of scientists, often revealing stereotypic images that do not accurately reflect the reality of scientific work. Stereotypes often include lab bench work, use of lab coats, whiteness, glasses, “mad science” behavior, and messy hair. Past research indicates that these stereotypical notions can interfere with students’ desire to persist in science, thus contributing to the existing demographic inequities present in Science, Technology, Engineering, and Mathematics (STEM) coursework and the workforce. We administered a modified version of the “Draw a Scientist Test,” adapted for the field of biology, to undergraduate students enrolled in introductory biology courses at our large, comprehensive university in California. Our goal was to target students at the beginning of their academic careers before their perceptions are shaped by their university courses. In doing so, we are able to evaluate the perceptions of biologists held by undergraduate students, identify potential misalignments between student expectations and the nature of biology, and help establish a new use of the “Draw a Scientist Test” for biology. We also analyzed drawings by student demographic information such as gender, ethnicity, and future career aspirations to determine if there are significant differences between groups. Ultimately, this work will inform further studies on equitable STEM education.