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Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses

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Title: Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses
Language: English
Authors: Robin A. Costello, Sharday N. Ewell, Paula E. Adams, Maurina L. Aranda, Aaron Curry, Maria Mercedes De Jesus, Ryan D. P. Dunk, Marcos E. García-Ojeda, Stephanie J. Gutzler, Linda R. A. Habersham, Melissa K. Kjelvik, Myesha Mateen, Kelsey J. Metzger, Kimberly X. Mulligan, Melinda T. Owens, Rachel M. Pigg, Kim Quillin, Mallory M. Rice, Selorm Sovi, Elizabeth H. Schultheis, Jaidyn Schultz, Elli J. Theobald, Erica Tracey, Brie Tripp, Suann Yang, Ash Zemenick, Cissy J. Ballen, Dax Ovid
Source: CBE - Life Sciences Education. Essay 1 2025 24(2).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
National Science Foundation (NSF), Improving Undergraduate STEM Education (IUSE)
National Science Foundation (NSF), Research Coordination Networks in Undergraduate Biology Education (RCN-UBE)
National Institutes of Health (NIH) (DHHS)
National Science Foundation (NSF), Division of Environmental Biology (DEB)
Contract Number: 2012014
2337064
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Stereotypes, Scientists, College Science, Biological Sciences, Instructional Materials, College Students, College Faculty, Educational Benefits
DOI: 10.1187/cbe.24-02-0082
ISSN: 1931-7913
Abstract: Increasingly, curricular materials for undergraduate life science courses are designed to highlight scientists with identities and backgrounds that counter historical and stereotypical representation in science. In this essay, we characterize the wide variation in the development and implementation of these curricular materials featuring counterstereotypical scientists. Applying the Social Ecological Model of Behavior Change as a framework, we examine both personal and social elements of the benefits and costs related to designing and implementing curricula featuring counterstereotypical scientists from the perspective of three groups: students, instructors, and the featured scientists. The benefits of these materials for students are well documented, and we consider how these materials may likewise benefit instructors and the featured scientists themselves. However, we emphasize that, if not developed and implemented with attention to the diversity of personal, social, and contextual factors, such well-intentioned efforts may be ineffective or impact groups in inadvertent ways. Finally, we offer recommendations for highlighting counterstereotypical scientists in curricula. We call for additional research to effectively develop and implement materials featuring counterstereotypical scientists in ways that maximize benefits and limit possible costs to students, instructors, and the featured scientists.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473659
Database: ERIC
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  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
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  Data: Increasingly, curricular materials for undergraduate life science courses are designed to highlight scientists with identities and backgrounds that counter historical and stereotypical representation in science. In this essay, we characterize the wide variation in the development and implementation of these curricular materials featuring counterstereotypical scientists. Applying the Social Ecological Model of Behavior Change as a framework, we examine both personal and social elements of the benefits and costs related to designing and implementing curricula featuring counterstereotypical scientists from the perspective of three groups: students, instructors, and the featured scientists. The benefits of these materials for students are well documented, and we consider how these materials may likewise benefit instructors and the featured scientists themselves. However, we emphasize that, if not developed and implemented with attention to the diversity of personal, social, and contextual factors, such well-intentioned efforts may be ineffective or impact groups in inadvertent ways. Finally, we offer recommendations for highlighting counterstereotypical scientists in curricula. We call for additional research to effectively develop and implement materials featuring counterstereotypical scientists in ways that maximize benefits and limit possible costs to students, instructors, and the featured scientists.
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