A scientist like me: demographic analysis of biology textbooks reveals both progress and long-term lags

Breaking Stereotypes: How Undergraduates' Life Experiences of Scientists Shape their Scopes of Possibility

Building on decades of scholarship critiquing scientist representation in classrooms and textbooks, the present study characterizes the lifetime experiences of undergraduate students regarding their perceptions of scientists and science identity. Informed by the theoretical framework of Cultural Learning Pathways (CLP), we conducted 31 semistructured interviews with undergraduates who completed six Scientist Spotlights (scientistspotlights.org), which are inclusive curricular supplements that feature counterstereotypical scientists. Despite decades of progress in curricular representation, our results revealed almost all students (94%, n = 29) recounted exposure to predominantly (if not exclusively) stereotypical scientists across social institutions (e.g., media, K12, universities, healthcare environments) throughout their lifetime, which limited their Scopes of Possibility to pursue science. All students (100%, n = 31) reported that Scientist Spotlights enhanced Scopes of Possibility for themselves and others from marginalized backgrounds to pursue science. Last, almost all students (97%, n = 30) shared characteristics they hoped to see when imagining Scopes of Possibility, emphasizing the need for a concerted effort to increase representation of counterstereotypical scientists across science curriculum and social institutions more broadly.

"All of us are capable, and all of us can be scientists." The impact of Scientist Spotlight assignments with undergraduates in physiology courses

To advance ongoing efforts to diversify the healthcare field and promote inclusion in physiology education, the present study investigates the potential for an evidence-based intervention, Scientist Spotlight assignments, to highlight counterstereotypical representations of scientists in the context of majors and nonmajors physiology courses. Undergraduate students at an emerging Hispanic serving R1 institution completed six Scientist Spotlights assignments in their physiology courses. We conducted semistructured interviews and disseminated an established pre- and postsurvey protocol at the beginning and end of the courses. Our findings from interviews with 31 students from a range of marginalized backgrounds revealed that 1) the biographical information about counterstereotypical scientists deeply resonated with students by humanizing science, 2) the instructor's implementation of the assignments made a meaningful difference in their feelings of inclusion, and 3) the assignments supported students' beliefs about their content learning and understanding of physiological concepts. The results from the survey showed that regardless of being in a major (n = 159) or nonmajor (n = 117) course, students from a range of demographic groups can and do significantly shift in their relatability to and descriptions of scientists. We highlight implications for inclusive curricula like Scientist Spotlights for addressing the issue of representation in physiology textbooks, curriculum, and healthcare fields at large.NEW & NOTEWORTHY Scientist Spotlights significantly enhance undergraduate students' feelings of inclusion and learning in undergraduate physiology courses at an emerging Hispanic-serving institution. By engaging with assignments featuring counterstereotypical scientists, students in both majors and nonmajors physiology courses shifted in their relatability to and descriptions of scientists. These results suggest that an inclusive curriculum, combined with supportive instructor practices, can positively impact student success and representation in physiology education.

Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology Students

Scientist Spotlights are homework assignments that highlight the personal and scientific stories of counterstereotypical scientists. Previous research has focused on whether these assignments promote possible selves in STEM (science, technology, engineering, mathematics). We sought to understand the value students themselves placed on the assignment using expectancy-value theory complemented by further analysis of the assignment's self-reported impacts on students. Therefore, at the end of an introductory biology course with several Scientist Spotlights, we asked students to reflect on how the course would influence them for years to come. We found that although the assignments had low instrumental value, 49% of students mentioned Scientist Spotlights or a highlighted scientist. Thematic analysis on the Scientist Spotlight-related parts of the reflections found novel emergent themes including diversity in science, humanizing scientists, and self-efficacy. Most students mentioned multiple themes, with few differences between students from minoritized and nonminoritized groups. We interpreted our results through the lens of the "mirrors, windows, and sliding glass doors" framework, as Scientist Spotlights appeared to function as "windows" into the diverse scientific world, "mirrors" for seeing human traits in scientists, and "sliding glass doors" inviting students further into science. Our study expands our understanding of the broad, multiple, and intersecting impacts of Scientist Spotlights.

Teaching the way I wish I was taught: Design and implementation of a class on historically excluded and underrepresented scientists

As the first Inupiaq person to earn a PhD in microbiology, I learned the hard way that groups of people have been excluded from science, technology, engineering and mathematics in the United States since the first University was built by Black and Indigenous slaves. Students from historically excluded and underrepresented (HEU) backgrounds typically do not see themselves in textbooks, conferences, or classrooms, especially in science, technology, engineering, mathematics and medicine (STEMM) fields. Similarly, students from these backgrounds and non-excluded backgrounds typically do not understand the history or consequences of exclusion. Here I describe the development and implementation of a class that teaches undergraduate students about the current state of diversity in STEMM jobs in the US, the history of exclusion that resulted in a deficit of people from various backgrounds, the consequences of excluding these people from research specifically, current leaders in research from HEU backgrounds, and how to implement changes. The students are taught how to communicate their findings in oral and written communication to various audiences. Based on decades of experiences, discussions, readings, and more, I teach students the reasons there are so few people from HEU backgrounds in academia and in STEMM specifically, and what can be done at the University level to ensure that people from all backgrounds are represented in STEMM. In this way, I teach students what I wish I had been taught decades ago.

How Do Students Critically Evaluate Outdated Language That Relates to Gender in Biology?

Cisheteronormative ideologies are infused into every aspect of society, including undergraduate science. We set out to identify the extent to which students can identify cisheteronormative language in biology textbooks by posing several hypothetical textbook questions and asking students to modify them to make the language more accurate (defined as "correct; precise; using language that applies to all people"). First, we confirmed that textbooks commonly use language that conflates or confuses sex and gender. We used this information to design two sample questions that used similar language. We examined what parts of the questions students modified, and the changes they recommended. When asked to modify sample textbook questions, we found the most common terms or words that students identified as inaccurate were related to infant gender identity. The most common modifications that students made were changing gender terms to sex terms. Students' decisions in this exercise differed little across three large biology courses or by exam performance. As the science community strives to promote inclusive classrooms and embrace the complexity of human gender identities, we provide foundational information about students' ability to notice and correct inaccurate language related to sex and gender in biology.

Teaching at the intersection of science and society: An activity on healthcare disparities

Understanding the relationship between science and society is an objective of science education and is included as a core competency in the AAAS Vision and Change guidelines for biology education. However, traditional undergraduate biology instruction emphasizes scientific practice and generally avoids potentially controversial issues at the intersection of biology and society. By including these topics in biology coursework, instructors can challenge damaging ideologies and systemic inequalities that have influenced science, such as biological essentialism and health disparities. Specifically, an ideologically aware curriculum highlights how ideologies and paradigms shape our biological knowledge base and the application of that knowledge. Ideologically aware lessons emphasize the relationship between science and society with an aim to create more transparent, scientifically accurate, and inclusive postsecondary biology classrooms. Here we expand upon our ideologically aware curriculum with a new activity that challenges undergraduate biology students to consider the impacts of healthcare disparities. This lesson allows instructors to directly address systemic inequalities and allows students to connect biomedical sciences to real-world issues. Implementing an ideologically aware curriculum enables students to challenge prevailing worldviews and better address societal problems that lead to exclusion and oppression.

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences

Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating ideological awareness into the curriculum, which is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. We surveyed a national sample of lower-level biology instructors to determine 1) why it is important for students to learn science, 2) the perceived educational value of ideological awareness in the classroom, and 3) hesitancies associated with ideological awareness implementation. We found that most instructors reported "understanding the world" as the main goal of science education. Despite the perceived value of ideological awareness, such as increasing student engagement and dispelling misconceptions, instructors were hesitant to implement ideological awareness modules due to potential personal and professional consequences.

Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments

Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.

Improving biology faculty diversity through a co-hiring policy and faculty agents of change

Persons Excluded due to Ethnicity and Race (PEERs) remain underrepresented in university faculties, particularly in science, technology, engineering, math and medicine (STEMM) fields, despite increasing representation among students, and mounting evidence supporting the importance of PEER faculty in positively impacting both scientific and educational outcomes. In fact, the ratio of PEER faculty to students has been steadily dropping since 2000. In our case study, we examine the factors that explain creation of an unusually diverse faculty within a biology department. We analyzed nearly 40 years of hiring data in the study department and show that this department (the study department), historically and currently, maintains a significantly higher proportion of PEERs on faculty as compared to two national datasets. Additionally, we identify factors that contributed to hiring of PEERs into tenure and tenure-track positions. We observed a significant increase in the hiring of PEERs concurrent with the implementation of a co-hiring policy (p = 0.04) which allowed a single search to make two hires when at least one candidate was a PEER. In contrast, three key informants at sister departments reported that co-hiring policies did not result in PEER hires, but instead different practices were effective. In line with one of these practices, we observe a possible association between search committees with at least one PEER member and PEER hiring (p = 0.055). Further, the presence of particular faculty members (Agents of Change) on search committees is associated with PEER hiring. In this case study the combination of a co-hire policy based on the principle of interest-convergence to redress hiring inequities, along with the presence of agents of change, increased faculty PEER representation in STEMM departments.

"No matter what your story is, there is a place for you in science": Students' Ability to Relate to Scientists Positively Shifts after Scientist Spotlight Assignments, Especially for First-Generation Students and Women

We evaluate the impact of a low-stakes easy-to-implement course-level intervention, Scientist Spotlight assignments, which feature personal and professional stories of diverse scientists. This work extends previous studies by examining whether shifts in relatability differ across student identities, particularly students who identify as first-generation students, a population that has not been the focus of previous investigations of this intervention. Using paired pre- and postcourse data from four implementations in an introductory biology course, we report a significant, positive shift in undergraduate students' self-reported ability to relate to scientists, and concomitant shifts in how students describe scientists after completing four or six Scientist Spotlight assignments.Importantly, our data demonstrate a disproportionate, positive shift for first-generation college students and for students who identify as female, a novel contribution to the body of literature investigating the Scientist Spotlight intervention. This study, along with previous reports of similar shifts in varying institutional contexts across different populations of learners, provides a strong argument that instructors interested in diversifying their course content to include representations of diverse scientists to enhance students' ability to identify a range of "types of people" who do science can do so successfully through incorporation of a small number of Spotlight assignments.

The Core Concepts, Competencies, and Grand Challenges of Comparative Vertebrate Anatomy and Morphology

Core concepts offer coherence to the discourse of a scientific discipline and facilitate teaching by identifying large unifying themes that can be tailored to the level of the class and expertise of the instructor. This approach to teaching has been shown to encourage deeper learning that can be integrated across subdisciplines of biology and has been adopted by several other biology subdisciplines. However, Comparative Vertebrate Anatomy, although one of the oldest biological areas of study, has not had its core concepts identified. Here, we present five core concepts and seven competencies (skills) for Comparative Vertebrate Anatomy that came out of an iterative process of engagement with the broader community of vertebrate morphologists over a 3-year period. The core concepts are (A) evolution, (B) structure and function, (C) morphological development, (D) integration, and (E) human anatomy is the result of vertebrate evolution. The core competencies students should gain from the study of comparative vertebrate anatomy are (F) tree thinking, (G) observation, (H) dissection of specimens, (I) depiction of anatomy, (J) appreciation of the importance of natural history collections, (K) science communication, and (L) data integration. We offer a succinct description of each core concept and competency, examples of learning outcomes that could be used to assess teaching effectiveness, and examples of relevant resources for both instructors and students. Additionally, we pose a grand challenge to the community, arguing that the field of Comparative Vertebrate Anatomy needs to acknowledge racism, androcentrism, homophobia, genocide, slavery, and other influences in its history and address their lingering effects in order to move forward as a thriving discipline that is inclusive of all students and scientists and continues to generate unbiased knowledge for the betterment of humanity. Despite the rigorous process used to compile these core concepts and competencies, we anticipate that they will serve as a framework for an ongoing conversation that ensures Comparative Vertebrate Anatomy remains a relevant field in discovery, innovation, and training of future generations of scientists.

Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology

While science has profound social impacts, we often teach biology as removed from societally debated issues. Here, we address this gap in biology education through the implementation of novel materials that promote ideological awareness (IA). Using mixed-method analyses, we explore students' perceptions of the relationship between science and society, as well as their attitudes toward and knowledge of IA in biology. We found students that received the IA curriculum reported relationships between science and society that aligned with the IA activities, such as providing solutions to societal problems and combating misinformation. Additionally, we discovered a preference for IA materials over a traditional curriculum, with persons excluded because of their ethnicity and race (PEERs) reporting greater approval than non-PEERs. Although we found that the IA curriculum did not result in significant gains in science identity, engagement in biology, or science community values, we did find that students gained awareness of IA topics through a task in which they named as many scientists as possible. Specifically, IA students displayed a 300% increase in the frequency of named scientists from minoritized backgrounds compared with the traditionally taught students. We encourage instructors to incorporate IA materials into their curricula as we move toward more diverse, equitable, and inclusive teaching practices.

Juliana JR, Stovall DB, Whittington R, Zhong M, Ballen CJ. Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions

To enhance equity and diversity in undergraduate biology, recent research in biology education focuses on best practices that reduce learning barriers for all students and improve academic performance. However, the majority of current research into student experiences in introductory biology takes place at large, predominantly White institutions. To foster contextual knowledge in biology education research, we harnessed data from a large research coordination network to examine the extent of academic performance gaps based on demographic status across institutional contexts and how two psychological factors, test anxiety and ethnicity stigma consciousness, may mediate performance in introductory biology. We used data from seven institutions across three institution types: 2-year community colleges, 4-year inclusive institutions (based on admissions selectivity; hereafter, inclusive), and 4-year selective institutions (hereafter, selective). In our sample, we did not observe binary gender gaps across institutional contexts, but found that performance gaps based on underrepresented minority status were evident at inclusive and selective 4-year institutions, but not at community colleges. Differences in social psychological factors and their impacts on academic performance varied substantially across institutional contexts. Our findings demonstrate that institutional context can play an important role in the mechanisms underlying performance gaps.

Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course

Scientist Spotlights-curricular materials that employ the personal and professional stories of scientists from diverse backgrounds-have previously been shown to positively influence undergraduate students' relatability to and perceptions of scientists. We hypothesized that engaging students in authoring Scientist Spotlights might produce curricular materials of similar impact, as well as provide a mechanism for student involvement as partners in science education reform. To test this idea and investigate the impact of student-authored Scientist Spotlights, we developed a service-learning course in which teams of biology students partnered with an instructor to develop and implement Scientist Spotlights in a biology course. Results revealed that exposure to three or four student-authored Scientist Spotlights significantly shifted peers' perceptions of scientists in all partner courses. Interestingly, student-authored Scientist Spotlights shifted peers' relatability to scientists similarly among both white students and students of color. Further, student authors themselves showed increases in their relatability to scientists. Finally, a department-wide survey demonstrated significant differences in students' perceptions of scientist representation between courses with and without student-authored Spotlights. Results suggest that engaging students as authors of inclusive curricular materials and partners in reform is a promising approach to promoting inclusion and addressing representation in science.

Ten simple rules for training yourself in an emerging field

The opportunity to participate in and contribute to emerging fields is increasingly prevalent in science. However, simply thinking about stepping outside of your academic silo can leave many students reeling from the uncertainty. Here, we describe 10 simple rules to successfully train yourself in an emerging field, based on our experience as students in the emerging field of ecological forecasting. Our advice begins with setting and revisiting specific goals to achieve your academic and career objectives and includes several useful rules for engaging with and contributing to an emerging field.

Anti-racist interventions to transform ecology, evolution and conservation biology departments

Racial and ethnic discrimination persist in science, technology, engineering and mathematics fields, including ecology, evolution and conservation biology (EECB) and related disciplines. Marginalization and oppression as a result of institutional and structural racism continue to create barriers to inclusion for Black people, Indigenous people and people of colour (BIPOC), and remnants of historic racist policies and pseudoscientific theories continue to plague these fields. Many academic EECB departments seek concrete ways to improve the climate and implement anti-racist policies in their teaching, training and research activities. We present a toolkit of evidence-based interventions for academic EECB departments to foster anti-racism in three areas: in the classroom; within research laboratories; and department wide. To spark restorative discussion and action in these areas, we summarize EECB's racist and ethnocentric histories, as well as current systemic problems that marginalize non-white groups. Finally, we present ways that EECB departments can collectively address shortcomings in equity and inclusion by implementing anti-racism, and provide a positive model for other departments and disciplines.

Development, implementation and impact of a new preprint solicitation process at Proceedings B

Preprints are manuscripts posted on a public server that do not yet have formal certification of peer review from a scholarly journal. The increasingly prominent online repositories for these preprints provide a means of rapidly making scientific results accessible to all with an Internet connection. We here describe the catalysis and subsequent development of a successful new process to solicit preprints for consideration for publication in Proceedings B. We present preliminary comparisons between the focal topics and geographic origin of submitting authors of papers submitted in the traditional (non-solicited) route versus solicited preprints. This analysis suggests that the solicitation process seems to be achieving one of the primary goals of the preprint solicitation endeavour: broadening the scope of the papers featured in Proceedings B. We also use an informal survey of the early-career scientists that are or have been involved with the Preprint Editorial Team to find that these scientists view their participation positively with respect to career development and knowledge in their field. The inclusion of early-career researchers from across the world in the preprint solicitation process could also translate into social justice benefits by providing a career-building opportunity and a window into the publishing process for young scientists.

Cultivating inclusive instructional and research environments in ecology and evolutionary science

As we strive to lift up a diversity of voices in science, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics in science often lack exposure to research on best practices in diversity, equity, and inclusion and may not know where to start to make scientific environments more welcoming and inclusive. We propose that by approaching research and teaching with empathy, flexibility, and a growth mind-set, scientists can be more supportive and inclusive of their colleagues and students. This paper provides guidance, explores strategies, and directs scientists to resources to better cultivate an inclusive environment in three common settings: the classroom, the research laboratory, and the field. As ecologists and evolutionary scientists, we have an opportunity to adapt our teaching and research practices in order to foster an inclusive educational ecosystem for students and colleagues alike.

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.

Open educational resources: expanding equity or reflecting and furthering inequities?

In this paper I argue that open educational resources (OER), such as open textbooks, are an appropriate and worthwhile response to consider as colleges and universities shift to digital modes of teaching and learning. However, without scrutiny, such efforts may reflect or reinforce structural inequities. Thus, OER can be a mixed blessing, expanding inclusion and equity in some areas, but furthering inequities in others.