Findings: Girls' Conceptions of Scientists

A modified version of the Draw a Scientist Test (DAST, Chambers, 1983) was administered to all the grade 4 students participating in the project from three different elementary schools. The data summarized below represents the responses from the Maxima Girls only. The first DAST was conducted after the Grade 4 girls worked for one semester with the Maxima teachers (note that the Maxima teachers participated in professional development institutes - see Summer Institutes web page). The second DAST was conducted with the same cohort of girls at the end of the grade-5 school year. All of the grade 5 teachers also participated in the summer institutes in collaboration with the grade 4 teachers. (The complete list of the DAST categories can be seen on the Stereotypes DAST Sheet).

Two researchers independently scored each of the students' drawings, and the scores were used to perform dependent t-tests. Findings from the first test (Grade 4) indicated that the girls held strong stereotyped images of scientists and science related-work. These results were consistent with those previously reported in the literature. That is, the majority of the girls drew Anglo-male scientists wearing a lab coat, glasses, wild-hair, and surrounded by stereotypical symbols of research (flasks, test tubes, etc.) and symbols of knowledge (books, filing cabinets, etc). The results of the second test (at the end of Grade 5) indicated a statistically significant drop in the number of stereotypes held by the Maxima girls about scientists and their work (t-value of 2.681; p of 0.012). (Note: the scores of four students were not included in this test because they showed an odd increase in their score for the post-test. This is discussed in more detail below).

In order to better understand the girls' conceptions of scientists and of what they thought doing science involved, we used their drawings during the first focus group interview (Grade 4) and during the third (last) focus group interview (conducted at the end of Grade 5). We found that these interviews were essential to more accurately score the DAST and to better interpret the girls' conceptions and attitudes toward science, mathematics and technology. As indicated below, the negative numbers in the "Change" column show decreases in the absolute percentages of girls who held negative stereotypes in various categories. Most significant were the changes in the ethnic background, gender and "nerdy" appearance of scientists. It was interesting to note that the girls' notions of scientists using symbols related to the technology category (i.e., the "products of science," such as solutions in glassware, computers, telephone, microphones, robots, etc.) increased by 26 points. This may have something to do with the strong emphasis on using learning technologies throughout the Maxima project (see Maxima in the Classroom and Summer Institutes web pages). We also believe that this score may have been influenced by the activities in physical science the girls were conducting during the time the DAST was administered. In order words, the girls were doing chemistry experiments during this time, and this may explain why there was an increase in the number of girls drawing scientists working indoors (40 points) and showing indicators of danger (explosions) or violence (26 points). This raises interesting methodological questions regarding the importance of conducting student interviews shortly after administering the DAST, and the importance of documenting the topics being covered by teachers at the time of the test. Most of the studies that have used the DAST do not provide this contextual information, so there is a need to investigate these findings further.

A. STEREOTYPES INDICATORS Draw a Scientist Test

Maxima Project n = 35

Commonly Reported Stereotypes

First Test %

Second Test %

Change

Lab coat

Eyeglasses

Facial growth of hair

Symbols of research

Symbols of knowledge

Technology

Relevant labels and captions

Other Key Stereotypes

Gender: Male

Ethnic background: Anglo-European

Indications of danger or violence

Mythic stereotypes

Scientist working indoors

Middle-age or elderly scientist

Unkempt clothing

Wild hair

B. POSITIVE INDICATORS Draw a Scientist Test

In general, we were not satisfied with the original DAST results because we felt that this test focused on measuring changes in traditional stereotypes, but it did not help explain some of the rich changes in the girls' conceptions of scientists and science-related work. We also felt that drawing scientists using test tubes and glassware were not necessarily negative aspects of doing science, especially if these tools were being used to benefit humanity. Therefore, we developed a Draw a Scientist Test for Positive Indicators (DAST+) based on general categories identified in the Maxima girls' drawings. We also selected categories that would counter those of the traditional Draw a Scientist Test (DAST-). For example, we looked for whether the girls drew female scientists from ethnic backgrounds other than Anglo-European. We also looked for whether the girls drew scientists collaborating with other scientists (and/or with others, such as pets, robots, and so on). Instead of looking for mythic stereotypes of mad, crazed or evil scientists, we looked for signs of a positive working environment and for the uses of science to benefit humanity, the environment or other living things. The complete list of 10 positive indicators can be seen on the POSITIVE INDICATORS Sheet.

Further study and validation of the DAST+ with other students are needed, but the results from the Maxima project are promising. We found that the DAST+ allowed us to formulate a more meaningful understanding of how the Maxima girls' conceptions changed over time. For example, as shown in the table below, there were significant increases in the number of positive indicators from the first test (Grade 4) to the second test (administered at the end of Grade 5). More Maxima girls drew female scientists from diverse ethnic backgrounds and who were working in collaborative and/or positive environments. There were more girls showing scientists involved in some kind of research to benefit humanity, the environment or other living things. These findings were statistically significant as shown by the t-test analysis conducted (t value of 2.087 and p value of .045).

Methodologically, it is critical to note that these positive aspects could not have been identified and understood without an instrument that is specifically used to investigate these indicators (such as the DAST+) and without the richer context provided by the ethnographic interviews.

POSITIVE INDICATORS Draw a Scientist Test

Maxima Project n = 35

Positive Indicators

Gender: Female

Ethnic background: Any but Anglo-Euro.

Scientist working outdoors

Working collaboratively with others

Captions & labels with positive messages

Positive working environment symbols

Well-groomed appearance

Well-groomed hair

Self-portrait as a scientist or drawing a younger scientist

Use of science to benefit humanity, living things or the environment

Other Highlights from this Study

           The girls sometimes stated that they did not know what the ethnicities of their scientists were for either the first or second test. This raised a new research issue for us. It seemed that the girls were more aware of their gender identity and how it influences the gender dynamics in the classroom. On other hand, the Maxima girls seemed to be less aware of their ethnic identity. Several of the girls had difficulty responding to the question, "Is the scientist White, Black, Hispanic, Mexican American, Asian, Native American or other?" We often had to explain what we meant by these categories, and it became apparent that many of the girls either had not been asked this type of question before or had not thought about to which ethnic or cultural groups they belonged. This notion of Ethnic Identity Awareness is being investigated further as we continue to analyze parts three and four of the interviews and our field notes. As mentioned earlier, Part Three of the ethnographic interviews were meant to explore the girls' changes in attitudes toward their teachers, school, and/or peers over time. This part also had an emphasis on gender dynamics and the girls' reactions to their teachers' efforts to use gender inclusive and inquiry-based pedagogical approaches. Part Four of the interviews aimed to investigate the changes in the girls' careers goals for the future and the reasons behind their choices.

Findings from the analysis of parts three and four of the ethnographic interviews will be posted on this website soon.