Bringing female scientists into the elementary classroom: Confronting the strength of elementary students' stereotypical images of scientists

Authors

Gayle A. Buck, University of Nebraska-LincolnFollow
Diandra Leslie-Pelecky, University of Nebraska -- LincolnFollow
Susan K. Kirby, Lincoln (NE) Public Schools

Document Type

Article

Date of this Version

9-21-2002

Comments

Published in Journal of Elementary Science Education, 14(2), 1-10. Used by permission.

Abstract

This study explored the effectiveness of bringing female scientists into the elementary classrooms on promoting changes in the stereotypical images of scientists. Qualitative and quantitative data were collected and analyzed to illuminate changes in stereotypical images of scientists. Results indicate that despite the efforts of the scientists to encourage the students to question their image of a scientist, the students held on to stereotypical images. Instead, the students questioned the true identity of the scientists, categorizing them as teachers. The results led to questions of the strength of the image and the extent of efforts needed for students to question that image.