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<p>While historical gender disparities in science fields have diminished in recent years, women are still underrepresented in both their participation and achievement in science. At least part of the reason for this stems from diminished motivation and confidence, and there is empirical evidence to suggest this may have to do with how science is typically stereotyped (e.g., overreliance on a few isolated white men geniuses in the past) and issues associated with the nature of science (NOS). To address these challenges, educators have advocated for more inclusive science curricula featuring women role models to enhance women students’ sense of belonging and self-efficacy. Numerous studies have also drawn attention to the potential role historical narratives can play in enhancing student understanding of NOS and attitudes toward science. The following study reports on the use of a historical narrative developed with reference to the discovery of the structure of DNA that highlights the struggles and accomplishments of Rosalind Franklin. Our narrative was&#xa0;designed explicitly&#xa0;to challenge cultural stereotypes and encourage participants to feel more confident in their ability to succeed in science and pursue science careers. Research on both aspects using a mixed methods approach was conducted using the SUSSI survey and semi-structured interviews. Results indicate that women students had an increased comprehension of social and cultural aspects of NOS after the intervention compared to men students. They also showed better improvement in motivation as indicated by satisfaction of three psychological needs: autonomy, competence, and relatedness.</p>

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The Impact of a Woman Role Model on Students’ Understanding of NOS and Motivation to do Science

  • 期刊论文

  • 发表日期：

    2025年12月10日

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  • Peng Dai,
  • Cody T. Williams,
  • Brian S. Horvitz,
  • Allison Witucki,
  • David W. Rudge

摘要

While historical gender disparities in science fields have diminished in recent years, women are still underrepresented in both their participation and achievement in science. At least part of the reason for this stems from diminished motivation and confidence, and there is empirical evidence to suggest this may have to do with how science is typically stereotyped (e.g., overreliance on a few isolated white men geniuses in the past) and issues associated with the nature of science (NOS). To address these challenges, educators have advocated for more inclusive science curricula featuring women role models to enhance women students’ sense of belonging and self-efficacy. Numerous studies have also drawn attention to the potential role historical narratives can play in enhancing student understanding of NOS and attitudes toward science. The following study reports on the use of a historical narrative developed with reference to the discovery of the structure of DNA that highlights the struggles and accomplishments of Rosalind Franklin. Our narrative was designed explicitly to challenge cultural stereotypes and encourage participants to feel more confident in their ability to succeed in science and pursue science careers. Research on both aspects using a mixed methods approach was conducted using the SUSSI survey and semi-structured interviews. Results indicate that women students had an increased comprehension of social and cultural aspects of NOS after the intervention compared to men students. They also showed better improvement in motivation as indicated by satisfaction of three psychological needs: autonomy, competence, and relatedness.