15-2 Assessing the Impact of Geoscience Outreach to Broaden Participation: Does Draw-a-Scientist Remain an Effective Tool to Measure Science Identity Changes?

Session: Geoscience Outreach Efforts to Broaden Participation, Part I

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Abstract:

For over 40 years, educators have used the Draw-a-Scientist tool (DAST) to assess students’ perceptions of scientists. When utilized as a pre-post- science instruction assessment, DAST can measure shifts in students’ attitudes toward less stereotypical scientist images. We implemented pre- and post-DAST assessments in two extracurricular programs: a U.S. Army Cadet Command funded one-week leadership STEM camp for high school JROTC students (N = 336), and an NSF-funded year-long program for college geoscience majors (N = 27) in the history of petroleum extraction within professional society programming. Both programs hosted students from historically marginalized groups. DAST results have been mixed. Within the 5-day high school STEM camps, preliminary analyses indicate that some cadets demonstrated significant shifts in their science identity to a more inclusive understanding of science. However, in the history of science/professional society program, year 1 pre- post- DAST-C produced significant results toward stereotypes (N = 10, p = 0.035), though Carlton’s (2021) DAST-G(rowth) showed a non-significant increase in countering stereotypes. Year 2 (N = 17) DAST-C and DAST-G indicated increased inclusivity, though the results were not significant. Numerous variables (e.g., program length, participants’ ages and initial science interest) may explain these discrepancies and should be researched. Another difference is that, while only a week in length, the high school JROTC students’ instruction explicitly reinforced the inclusiveness of science opportunities. STEM-instructor led discussions at the program midpoint requested that students reflect on what they first drew (e.g., cartoon scientists, Einstein in pre-camp DAST) and the scientific activities they were doing. We propose that our results indicate that potential still exists for DAST to serve as an effective tool in measuring students’ identity changes, dependent upon program type and its audience.

Geological Society of America Abstracts with Program. Vol. 57, No. 6, 2025

doi: 10.1130/abs/2025AM-7679

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