{"id":508,"date":"2023-02-09T17:19:16","date_gmt":"2023-02-09T17:19:16","guid":{"rendered":"https:\/\/sites.rutgers.edu\/talk-science-to-me\/?page_id=508"},"modified":"2023-03-21T19:25:11","modified_gmt":"2023-03-21T19:25:11","slug":"draw-a-scientist","status":"publish","type":"page","link":"https:\/\/sites.rutgers.edu\/talk-science-to-me\/draw-a-scientist\/","title":{"rendered":"Draw a Scientist"},"content":{"rendered":"

The \u201cDraw a Scientist\u201d test is a social experiment that has been studies by scientists for decades.\u00a0 This simple experiment ask students of all ages, genders, racial groups, and nationalities to create a picture of what they believe a scientist looks like.\u00a0 Research has shown that many stereotypical traits are usually depicted on these pictures indicating that these perceptions are persistent and pervasive among of the groups surveyed.1 <\/sup><\/p>\n

Students in the class were asked to create a picture of what they thought a scientist should look like with little to no additional prompting.\u00a0 They were then given a checklist with many of the common stereotypical items, characteristics, and tropes that have been identified by researchers.2 <\/sup>\u00a0Students examined all the pictures in the room and helped to identify all the stereotypes exhibited in the illustrations.\u00a0 The various unknown biases this revealed was then discussed as a group.<\/p>\n

Finally, students were asked to create a second more inclusive and diverse picture of a scientist based on this discussion and write a short reflection statement.\u00a0 The results of this activity and the students\u2019 reactions are shown below.<\/p>\n

References<\/strong><\/p>\n

    \n
  1. Finson, K. D. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings<\/a>. School science and mathematics, 102(7), 335-345.<\/li>\n
  2. Farland\u2010Smith, D. (2012). Development and field test of the modified draw\u2010a\u2010scientist test and the draw\u2010a\u2010scientist rubric<\/a>. School Science and Mathematics, 112(2), 109-116.<\/li>\n<\/ol>\n

    ______________________________________________________________________________________________________<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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