A Lesson from the Counterfactuals: Analyzing the Stories of Atypical Scientists

• In Event: Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry

Abstract

The question of who will “do” science has been asked for well over a quarter of a century (Battle, 2005; Pool, 1990). Today, the question is as relevant and its answer remains illusive. Research in this area examines this question from various angles. The meta-conclusion remains the same; not enough people are electing to pursue STEM careers (Conrad, Conetto, McPhee, & Faro, 2009). Moreover, the shortage of individuals receiving advanced degrees in science and engineering becomes more striking when set against a backdrop that takes into consideration the paucity among the ranks of women and ethnic minorities graduating with advanced degrees in these fields (Velez, 2000; Walters, 1997).

In spite of numerous studies geared toward understanding how to create a community of STEM professionals that is more representative of the larger community, women and ethnic minorities remain sorely underrepresented (Hill, Corbett, and Rose, 2010; Schiebinger, 2010). In addition to race and gender, the typical profile of a STEM professional is described as an individual with some degree of career awareness and academic support, both of which can impact motivation and goal commitment (Clark, 1998; Handlesman, Briggs, Sulivan, and Towler, 2005; Tai, Liu, and Fan, 2007; Tinto, 1975; VanLeuvan, 2007). While race and gender are immutable characteristics, goal commitment and motivation are not. Moreover, what is known about the modal path of individuals with resources that include academic support and early-defined career goals far outweighs what is known about their less resourced peers.

The purpose of this poster is to step back and consider the following questions:

(1) Is there a counterfactual profile?
(2) What does the pursuit of science look like for individuals who had neither academic support nor career awareness as a young person?
(3) Where are the scientists for whom the resources were not readily available and their dreams were deferred and in some cases denied?

Drawn from a data set of interviews with over 100 academic and industry scientists, this study focuses on the modal paths of several scientists, all of whom traveled different roads to become bench scientists. In addition, this study examines the themes that emerged from examining their pathways and highlights both the differences and commonalities across each of them. Interviews of bench scientists and engineers from diverse ethnicities and backgrounds were conducted. These STEM professionals were asked to recall experiences from various epochs in their past; classified as childhood/elementary, middle school/junior high, high school, college, and adult periods. Specifically, subjects were asked to discuss pivotal moments during these epochs and how they impacted them – both positively and negatively in their pursuit of a career in science.

This study has theoretical implications because it builds upon the body of knowledge of what is known about the factors that contribute to STEM career choice and entrance in general and among women and ethnic minorities in particular. In terms of practical significance, this presentation can ultimately help to craft interventions that may result in greater opportunity and access to STEM careers for women and minorities.

Authors

• Kimberly N. Harris, University of California - Berkeley

• Vanessa Beth Lujan, University of California - Berkeley

• Rena Dorph, University of California - Berkeley