ArticleCBE life sciences education2023
"No matter what your story is, there is a place for you in science": Students' Ability to Relate to Scientists Positively Shifts after Scientist Spotlight Assignments, Especially for First-Generation Students and Women.
Article in CBE life sciences education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
18 citing papers in PubMed, 27 citations in OpenAlex.
- Impacts of Sharing an Instructor's Religious Identity on Students in a Large-Enrollment Introductory Biology Course.CBE life sciences education · 2026Article
- Student Perceptions of Obstacles in Science Careers are Not Altered by Scientist Stories of Challenges.CBE life sciences education · 2026Article
- Microbiology students' relatability to scientists is impacted by scientists' identities and exposure to brief scientist highlights during class time.Journal of microbiology & biology education · 2026Article
- Fostering Belonging Through Introducing Diverse Scientists in Undergraduate Neuroscience Lectures.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2026Article
- Shifting Perceptions about Microbes and Scientists: Reflections on Activities with High School Students.Integrative organismal biology (Oxford, England) · 2026Article
- Evaluating perceptions of STEM majors to explain diversity gaps in entomology and other sciences.Annals of the Entomological Society of America · 2026Article
- Use of personal storytelling in educational videos promotes student engagement and science identity in undergraduate biology courses.Journal of microbiology & biology education · 2025Article
- Teaching biology using memoirs of scientists, public health officials, doctors, and patients.Journal of microbiology & biology education · 2025Article
- Nine Undergraduate Biology Instructors Revealing their LGBTQ+ Identities in Class Resulted in Benefits for their LGBTQ+ Students and Students with Other Marginalized Identities.CBE life sciences education · 2025Article
- Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses.CBE life sciences education · 2025Article
- More than a token photo: humanizing scientists enhances student engagement.Proceedings. Biological sciences · 2025Article
- "Scientists are People too": Biology Students Relate More to Scientists When They are Humanized in Course Materials.CBE life sciences education · 2024Article
- Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology Students.CBE life sciences education · 2024Article
- Breaking Stereotypes: How Undergraduates' Life Experiences of Scientists Shape their Scopes of Possibility.CBE life sciences education · 2024Article
- "It's been a Process": A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students.CBE life sciences education · 2024Article
- "All of us are capable, and all of us can be scientists." The impact of Scientist Spotlight assignments with undergraduates in physiology courses.Advances in physiology education · 2024Article
- An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.CBE life sciences education · 2024Article
- Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits.CBE life sciences education · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We evaluate the impact of a low-stakes easy-to-implement course-level intervention, Scientist Spotlight assignments, which feature personal and professional stories of diverse scientists. This work extends previous studies by examining whether shifts in relatability differ across student identities, particularly students who identify as first-generation students, a population that has not been the focus of previous investigations of this intervention. Using paired pre- and postcourse data from four implementations in an introductory biology course, we report a significant, positive shift in undergraduate students' self-reported ability to relate to scientists, and concomitant shifts in how students describe scientists after completing four or six Scientist Spotlight assignments.Importantly, our data demonstrate a disproportionate, positive shift for first-generation college students and for students who identify as female, a novel contribution to the body of literature investigating the Scientist Spotlight intervention. This study, along with previous reports of similar shifts in varying institutional contexts across different populations of learners, provides a strong argument that instructors interested in diversifying their course content to include representations of diverse scientists to enhance students' ability to identify a range of "types of people" who do science can do so successfully through incorporation of a small number of Spotlight assignments.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.