Exploring College Students’ Perceptions of Biologists

This study examined how and to what extent undergraduate students’ conceptions of biologists changed over a year-long introductory biology sequence featuring case studies of diverse scientists, collaborative activities, and laboratory experiences. Using a modified Draw-a-Scientist Test (DAST) tailored as ‘Draw-a-Biologist,’ students completed drawings and written descriptions at the beginning and end of each semester, with follow-up interviews. Students shifted from intelligence as a defining characteristic to qualities like perseverance and problem-solving, aligning with a growth mindset. Multi-scene depictions and outdoor settings increased over time, reflecting broader perspectives on biologists’ work. Gender-neutral language was common, reducing the focus on gender roles. These results highlight the importance of discipline-specific prompts, longitudinal approaches, written responses, and interviews for understanding students’ perceptions. Educators can foster inclusivity and challenge stereotypes by featuring diverse role models, explicitly connecting science to teamwork, and engaging students in authentic scientific practices.