Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings

By Kevin D. Finson. 2002

520 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c2d02b136b46e188e1ed59dc48e1a92f47bc3b13

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In Developmental and Educational Psychology

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Citations in the corpus

Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “Though biology and chemistry are also associated with males (Finson, 2002; Picker & Berry, 2000; Smyth & Nosek, 2015), these fields are perceived to have a significantly lower proportion of men than computer science, engineering, and physics, with mathematics falling in be-tween the two sets of…”
Young children's perceptionsof scientists: a preliminary study (2006, background): “Since the 1950s, beginning with the pioneering work of Margaret Mead (Mead & Metraux, 1957), there has been a growing body of research dealing with perceptions children have of scientists (Finson, 2002).”
Some Methodological Issues with “Draw a Scientist Tests” among Young Children (2008, background): “Presenting a female or non-White speaker raises the number of women and minority scientists that are drawn, perhaps through “priming effects” that make gender and ethnicity more salient (see review in Finson, 2002).”
The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment (2010, methodology): “…stereotypical views of science and scientists (Beardslee and O’Down 1961; Moseley and Norris 1999), perceptions of technology (Hill and Wheeler 1991) and choice of science as a career (Smith and Erb 1986; Warren 1990; O’Brien, Kopala, and Martinez-Pons 1999; Finson 2002; Zeldin and Pajares 2000).”
More from the Horse’s Mouth: What scientists say about science as a social practice (2010, background): “…curricula, research findings continue to paint a depressing picture of NOS understanding among students and their teachers (Abd-El-Khalick & Lederman, 2000; Driver et al., 1996; Finson, 2002; Hogan & Maglienti, 2001; Lederman, 1992; Moss, Abrams, & Robb, 2001; Ryder, Leach, & Driver, 1999).”
Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools (2013, background): “…identities when offered opportunities, but also provides evidence that the pattern of female students and students of color having poorer self-images than males and European Americans when it comes to who can be a scientist [Finson, 2002] is reversible in the context of intentional disciplinary IC.”
Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science (2016, background): “Scientists are often portrayed as unusually smart, White males who solve problems without much effort or help from others (Chambers, 1983; Farland, 2006; Finson, 2002; Schibeci & Sorensen, 1983).”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, methodology): “For example, the Draw-A-Scientist task continued to show drawings of men far more than women even 20 years after the original research (Finson, 2002; J. Steele, 2003).”
‘Am I Like a Scientist?’: Primary children's images of doing science in school (2014, background): “Previous research on students’ perceptions of scientists using the Draw-a-Scientist Test and its supplemental interviews has revealed that the most typical image of scientists portrayed by students is that of an elderly or middle-aged man who works individually in a traditional indoor laboratory set”
Experiential learning theory: the importance of outdoor classrooms in environmental education (2017, background): “differences (Huber & Burton, 1995), pre-college students’ ideas about science (Flick, 1990), pre-service teachers’ stereotypical views of science and scientists (Moseley & Norris, 1999), perceptions of technology (Hill & Wheeler, 1991), and choice of science as a career (Finson, 2002; Zeldin & Pajar”
Stereotypes about scientists over time among US adults: 1983 and 2001 (2010, background): “…are typecast as clever or diligent, and surveys indicate that science careers are prestigious (Harris Interactive, 2007; National Science Board, 2008), scientists are also described as socially inept or even dangerous (Barman, 1999; Bianchini et al., 2000; Finson, 2002; Fort andVarney, 1989).”
How Middle Schoolers Draw Engineers and Scientists (2009, result): “The findings from the analysis of DAS drawings are similar to those found in earlier studies ( Finson 2002 ).”