ArticleCBE life sciences education2026
Student Perceptions of Obstacles in Science Careers are Not Altered by Scientist Stories of Challenges.
Article in CBE life sciences education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- DataVersify: A Framework for Data Literacy Instruction Featuring Scientist Stories.Integrative organismal biology (Oxford, England) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Incorporating counterstereotypical scientist role models into undergraduate biology courses is a powerful, evidence-based way to support student persistence in STEM fields. However, educational resources featuring counterstereotypical scientists could unintentionally have adverse impacts on student attitudes towards science. Here, we leveraged a multi-institution experiment that manipulated whether educational materials included information on the obstacles faced by counterstereotypical scientists in their careers. After students received these variable materials, we documented the obstacles they perceived they may face as scientists. Through the lens of attribution theory, we found that students are aware of a variety of obstacles they would face as scientists and that student perceptions of those obstacles are not changed by sharing the obstacles that scientists had to overcome. We encourage instructors to share scientists' stories of the obstacles they faced in their careers without concern that this will alter students' perceptions of careers in science.
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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.