Gender stereotypes in preschoolers’ image of scientists (original) (raw)
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Child development, 2018
This meta-analysis, spanning 5 decades of Draw-A-Scientist studies, examined U.S. children's gender-science stereotypes linking science with men. These stereotypes should have weakened over time because women's representation in science has risen substantially in the United States, and mass media increasingly depict female scientists. Based on 78 studies (N = 20,860; grades K-12), children's drawings of scientists depicted female scientists more often in later decades, but less often among older children. Children's depictions of scientists therefore have become more gender diverse over time, but children still associate science with men as they grow older. These results may reflect that children observe more male than female scientists in their environments, even though women's representation in science has increased over time.
Children’s Images of Scientists: Does Grade Level Make a Difference?*
The purpose of this study was to assess children’s images of scientists by using the Draw-A-Scientist Test and to determine if differences in these images exist between grade levels. The DAST was administered to 243 children who were enrolled in kindergarten (aged 6) and grade 3 and 5 (aged 9 and 11). Findings obtained from the study revealed that, in general, children possess stereotypical views of scientists using the DAST with their drawings displaying fewer indicators of the stereotypic model on average. Results indicated that there are significant differences in students’ stereotypical images of scientists depending on grade level. The results also showed that fifth grade students created images of scientists with more stereotypical elements compared to drawings created by students in kindergarten and grade 3.
A Study of the Images of the Scientist for Elementary School Children
1996
The purpose of this study was to explore elementary school children's images of scientists with emphasis on how children define scientists, their idea of the nature of scientists' work, and factors that might influence the formation of their images of scientists. Twenty-eight 5th and 6th grade students were asked to draw pictures and write compositions about scientists and were then interviewed for further details regarding their images of scientists. Results indicate that the students did not differentiate scientists from non-scientists very clearly and placed emphasis on scientists' contributions to the well-being of mankind. In addition, findings suggest that students view scientific research as the absolute truth and scientific experiments as proof or verification. Students' images of scientists were found to be influenced by the media, in particular by scientists' biographies. Contains 12 references. (JRH) ****************************************************...
American and Greek Children’s Visual Images of Scientists
Science & education, 2016
This study explores American and Greek primary pupils' visual images of scientists by means of two nonverbal data collection tasks to identify possible convergences and divergences. Specifically, it aims to investigate whether their images of scientists vary according to the data collection instrument used and to gender. To this end, 91 third-grade American (N = 46) and Greek (N = 45) pupils were examined. Data collection was conducted through a drawing task based on Chambers (1983) 'Draw-A-Scientist-Test' (DAST) and a picture selection task during which the children selected between 14 pairs of illustrations those that were most probable to represent scientists. Analysis focused on stereotype indicators related with scientists' appearance and work setting. Results showed that the two groups' performance varied significantly across the tasks used to explore their stereotypic perceptions, although the overall stereotypy was not differentiated according to participants' ethnic group. Moreover, boys were found to use more stereotypic indicators than girls, while the picture selection task elicited more stereotypic responses than the drawing task. In general, data collected by the two instruments revealed convergences and divergences concerning the stereotypic indicators preferred. Similarities and differences between national groups point to the influence of a globalized popular culture on the one hand and of the different sociocultural contexts underlying science curricula and their implementation on the other. Implications for science education are discussed.
2022
The Draw-a-Scientist-Test (DAST) has been one useful tool for studying science-related implicit gender stereotypes among children. The current study attempted to explore sciencerelated perceptions in a sample of male school children (N=202, Age=12-15 years) in India. To realize that purpose, the present piece of research used DAST and a Word Association Test. The result of DAST reveals substantial gender stereotyping; i.e., 82% of the participants drew a male scientist, and only 2% depicted a female figure. Further, the words associated with a scientist disclosed three significant domains: lab work (chemical, lab, experiment, the microscope, invention, and test tube), male role model scientists (Albert Einstein, A.P.J. Abdul Kalam, and Newton), and perceived traits associated with science (hard-working, crazy, insane, genius and intelligent). The results displayed that the majority perceived a scientist as a male who works primarily in closed spaces, working in a laboratory with chemicals, beakers, and test tubes. The results of these gendered stereotypes are discussed at length.
The Origins of Perceptions regarding Gender of Scientist among Secondary School Students
Hacettepe University Journal of Education, 2017
The purpose of this study is to investigate the origins of secondary school students' perceptions of gender of scientist. For this purpose, phenomenology, one of the qualitative research techniques, was used in this study. Totally 592 students from five secondary schools in the central of Düzce participated in this study in 2014-2015 academic years. To determine students' perceptions of gender of scientist, a questionnaire consisting of openended questions and a semi-structured interview were developed. Although the questionnaire was administered to all students, the interviews were conducted with 120 students selected randomly. The data obtained through data collection techniques were combined and encoded by two researchers participating in the research process. The results of the study indicated that students' cultural background, scientist figures presented in printed and visual media and the use of the terms "Man of Science" or "Scientist" to identify people specialized in science affected students' perceptions of gender of scientists. According to cultural background, while some students adopting traditional/ patriarchal culture identified scientist as a male based on male gender linked stereotypes or as a female based on female gender linked stereotypes, others adopting modern/western culture and protesting gender linked stereotypes thought scientist as a male and female.
Middle School Students' Images of Scientists After a Project Called "Artvin Nature and Science Camp
2019
The aim of this study was to investigate middle school students' images of scientists who participated in a local project called Artvin Nature and Science Camp. This project was supported by The Scientific and Technological Research Council of Turkey with 115B089 code. For the purpose of the study, 30 middle school students were selected. Survey method was used. In order to evaluate students' stereotypic images, "Draw a Scientist Test" was used. The data obtained from this study were analyzed based on percentage and frequency. It was found that girls mostly draw scientists as wearing daily clothes; with well-groomed hair; in laboratory; test tube or beaker around him/her; and portrayed happy, young woman with glasses. In their drawing, boys described scientists as messy hair; in laboratory; test tube or beaker around him/her; and as young man without accessories. Boys also do not specify definite outfit on their images.
Journal of Elementary Science Education, 2002
This study explored the effectiveness of bringing female scientists into the elementary classrooms on promoting changes in the stereotypical images of scientists. Qualitative and quantitative data were collected and analyzed to illuminate changes in stereotypical images of scientists. Results indicate that despite the efforts of the scientists to encourage the students to question their image of a scientist, the students held on to stereotypical images. Instead, the students questioned the true identity of the scientists, categorizing them as teachers. The results led to questions of the strength of the image and the extent of efforts needed for students to question that image.
Determining 1st– 4th Grade Elementary School Students’ Perceptions of Scientists
Acta Didactica Napocensia, 2020
The main purpose of this study is to determine the perceptions of elementary school students (1,2,3 and 4) about science and scientist. The study has been included three different elementary schools in the city center of Kastamonu in northwest Turkey. A total of 1862 students in the first (n = 480), second (n = 450), third (n = 471) and fourth (n = 461) classes participated in the study. The Draw-a-Scientist Test (DAST) developed by Chambers (1983) was used to determine the views of students about scientists. The content of the collected data was analyzed. It was found that the majority of the students, in total and at all grades, drew pictures of male scientists. It was determined that they made drawings of scientists who were in daily clothes, had well-groomed hair and were working in different environments (nature, space, etc.).