Perceptions of scientists held by US students can be broadened through inclusive classroom interventions

Introductory science courses often highlight a narrow set of historically celebrated scientists—typically older white men—reinforcing inaccurate stereotypes that white men have been the predominant contributors to scientific knowledge. Such exclusionary representation affects students' sense of belonging, particularly those with marginalized identities, and can discourage them from pursuing STEM. Prior work shows that lack of inclusive representation contributes to microaggressions, decreased well-being, and attrition among underrepresented students. This study addresses the need to broaden perceptions of who belongs in science by implementing a semester-long, inclusive representation intervention in an introductory geoscience course. The research question guiding the work is: In what ways does implementing an in-class diversity intervention impact student perceptions of science and scientists? The study situates itself within three bodies of literature—nature of science (NOS), stereotypical images of scientists, and self-concept—to frame the context, purpose, and importance of the intervention.

The literature establishes persistent stereotypes of scientists as mature, white males, a view held by students and even K–12 teachers, which can perpetuate exclusionary practices. Lack of representation has measurable career impacts (e.g., disparities in citation rates, grant funding, and sponsorship), contributing to a homogenous scientific community. Work on the nature of science (NOS) characterizes science as processes and enterprise embedded in societal contexts. Self-concept literature shows that students' perceptions of their abilities and belonging are shaped by their environment; underrepresentation in STEM undermines belonging, especially for women and other marginalized groups. Prior studies indicate inclusive representation can reduce imposter syndrome, enhance belonging, and shift stereotypes, with positive effects noted for women, first-generation students, D/deaf and hard of hearing students, and BIPOC students. These strands support the need for classroom interventions that explicitly broaden representations of scientists and highlight systemic barriers faced by marginalized identities.

The study implemented a semester-long classroom intervention, Scientist of the Week, in an introductory geoscience course at the University of South Florida. Each week, students were introduced to individuals with marginalized identities who are scientists or have significantly influenced science; roles such as science activists and communicators were included to broaden views of who contributes to science. To assess impacts, the authors conducted semi-structured, open-ended interviews with former students from 2018 course offerings (data collection in Fall 2019). Purposive sampling identified 30 eligible students (above-average attendance and engagement); 14 consented and were interviewed. Interviews followed four core prompts about recall of the intervention, changes in ideas about science/scientists, personal connections to featured individuals, and suggestions for improvement, with follow-up questions as needed. Participants selected pseudonyms, interviews were audio-recorded, transcribed, member-checked, then audio deleted. Seven interviews were conducted by V. J. Ricchezza (with S. L. Sheffield observing), and seven by S. L. Sheffield; participants could request the instructor leave, but none did. Transcripts were coded using constant comparative analysis. Three researchers (S. L. Sheffield, M. L. Cook, V. J. Ricchezza) coded synchronously until thematic saturation. An independent coder (G. A. Rocabado) established inter-rater reliability with approximately 88% agreement (46/52 codes).

- Fourteen interviews yielded three overarching themes: (a) stereotypes of NOS, (b) new conceptions of NOS, and (c) science identity. - Stereotypes of NOS: Many participants initially described scientists as older white men, and associated science with narrow lab-based imagery. Exposure to diverse figures broadened notions of scientific roles (e.g., communicators, educators, activists). - New conceptions of NOS: Participants recognized systemic barriers faced by marginalized scientists (e.g., D/deaf or hard of hearing, women, immigrants, neurodiverse individuals) and acknowledged a broader diversity of practitioners. Students articulated science as an enterprise embedded in society. - Science identity: Students reported humanizing scientists and seeing them as relatable, which increased perceived personal fit and belonging. One participant indicated switching majors toward science due to the intervention; others felt motivated by seeing scientists who shared aspects of their identities. - Broadening effects were observed among students with both marginalized and privileged identities, indicating wider cultural impact. - Some stereotypes persisted (e.g., gendered associations with paleontology/dinosaurs), suggesting the need for repeated, sustained efforts. - Coding reliability was high (~88% agreement; 46/52 codes), supporting the trustworthiness of thematic interpretations.

Findings indicate that a simple, sustained classroom intervention featuring inclusive representation can prompt students to recognize and question entrenched stereotypes about scientists, leading to expanded understandings of the nature of science and who participates in it. By humanizing scientists and showcasing diverse identities and roles, the intervention supported development of science identity and belonging, even among non-STEM majors and students with privileged identities. These shifts address the research question by demonstrating that in-class diversity interventions can effectively broaden perceptions of science and scientists. Persistent gendered associations highlight that stereotype change requires repetition and reinforcement. The results suggest that such interventions can contribute to culture change in STEM by reducing microaggressions and fostering more inclusive norms, complementing broader structural efforts to improve recruitment and retention of underrepresented groups.

Inclusive representation in introductory science courses is a critical step toward accurate portrayals of the scientific enterprise and toward fostering belonging among underrepresented students. This study shows that highlighting diverse scientists and contributors over a semester can broaden students' stereotypes of scientists and support science identity development. However, inclusive representation must be part of a multifaceted approach that also listens to and learns from marginalized community members and addresses structural barriers. Future work should replicate and evaluate the intervention across institution types (e.g., PWIs, HBCUs, TCUs), examine effects on educators' own perceptions and practices, and assess differential impacts for specific marginalized groups to refine targeted strategies for improving belonging and retention.

- Instructor and research team identities may have influenced implementation and interpretation: the lead instructor/researcher is a white, non-Hispanic, cisgender woman; other team members include white, non-Hispanic, cisgender individuals and a Hispanic cisgender woman. Potential inherited biases could affect analysis. - Purposive sampling targeted highly engaged students, which may limit generalizability to less-engaged students. - Small sample size (14 interviews) is appropriate for qualitative depth but limits statistical generalization. - Conducted at a single institution and course context; effects may vary with instructor identities, institutional culture, and student demographics.