2026-04-20T00:16:58Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/99882025-01-23T01:05:26Zcom_10259_6802com_10259_5086com_10259_2604col_10259_6803

Testing assumptions of the Draw-a-Scientist-Test (DAST): do stereotyped views affect career aspirations? Toma, Radu Bogdan Orozco Gómez, Martha Lucía Molano Niño, Alba Carolina Obando Correal, Nadia Lucía Suárez Román, Rocío Stella Draw a scientist test Stereotypes Career aspirations Educación Didáctica Education Teaching A growing body of research addresses students’ images of scientists using the Draw-a-Scientist-Test (DAST) and its Checklist (DAST-C). These protocols rest on the assumption that stereotypical views of scientists, as identified by the presence of multiple indicators in student drawings (e.g. lab coat, male gender; eyeglasses; facial hair), may affect science career interest. Yet, such an assumption remains unexplored. This study investigated whether stereotyped images of scientists identified by the DAST and DAST-C predicted and affected students’ science career interests. A total of 1799 students in grades 3, 6, 9, and 11 in Colombia drew a picture of a scientist at work and reported their interest in a scientific career. Contrary to theoretical expectations, neither the original seven DAST stereotypical indicators nor the eight alternative DAST-C indicators predicted students’ science career interests. Similarly, drawings of male or female scientists had no predictive power of students’ science career interest. On the contrary, students interested in a science career drew significantly more stereotyped indicators than their counterparts with low interest. This study failed to find evidence supporting the contention of DAST and DAST-C protocols, and raises questions about their validity in identifying stereotipical images of scientists. 2025-01-22T09:18:04Z 2025-01-22T09:18:04Z 2022-10 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion 0950-0693 http://hdl.handle.net/10259/9988 10.1080/09500693.2022.2126738 1464-5289 eng International Journal of Science Education. 2022, V. 44, n. 16, p. 2423-2441 https://doi.org/10.1080/09500693.2022.2126738 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess application/pdf Routledge. Taylor and Francis https://riubu.ubu.es/bitstream/10259/9988/4/Toma-ijose_2022.pdf.jpg Hispana TEXT http://creativecommons.org/licenses/by-nc-nd/4.0/ RIUBU. Repositorio Institucional de la Universidad de Burgos http://hdl.handle.net/10259/9988