Exploring Ethnically Diverse Students’ Awareness of Famous Scientists and Links To Critical Reflection

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 1
  In Roundtable Session: Challenging Neutrality: Educators Shaping Social Justice and Reflective Practice in Education

Abstract

We explored emerging adults' foundational knowledge about scientists, where they learn about scientists, and how their critical reflection might relate to how students describe those scientists. Across two studies, diverse college students completed an online survey with qualitative and quantitative measures about their life experiences, identity, culture, and science. Overall, students were more likely to name a scientist who was male and white. We identified six common themes in students’ description of the identified scientists: the discipline, their contributions to science, life experiences, physical appearance, K-12 curriculum exposure, and their role in science. Findings from both studies underscore the importance of educational interventions and decolonizing curriculum to increase students’ awareness of diverse scientists.

Authors

• Chelsea McElwee, University of California - Riverside

• LeNisha R. Williams, University of California - Riverside

• Aerika Brittian Loyd, University of California - Riverside