Exploring Native American Students' Perceptions of Scientists

Autor/inn/en	Laubach, Timothy A.; Crofford, Geary Don; Marek, Edmund A.
Titel	Exploring Native American Students' Perceptions of Scientists
Quelle	In: International Journal of Science Education, 34 (2012) 11, S.1769-1794 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.689434
Schlagwörter	Student Attitudes; American Indians; Content Analysis; Boarding Schools; Indigenous Knowledge; Scientists; Grade 9; American Indian Education; Science Education; High School Students; Career Choice; STEM Education; Stereotypes; Cultural Influences + Suchen Sie Ihr Suchwort? Schülerverhalten; American Indian; Indianer; Inhaltsanalyse; Boarding school; Internat; Scientist; Wissenschaftler; School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; STEM; Klischee; Cultural influence; Kultureinfluss
Abstract	The purpose of this descriptive study was to explore Native American (NA) students' perceptions of scientists by using the Draw-A-Scientist Test and to determine if differences in these perceptions exist between grade level, gender, and level of cultural tradition. Data were collected for students in Grades 9-12 within a NA grant off-reservation boarding school. A total of 133 NA students were asked to draw a picture of a scientist at work and to provide a written explanation as to what the scientist was doing. A content analysis of the drawings indicated that the level of stereotype differed between all NA subgroups, but analysis of variance revealed that these differences were not significant between groups except for students who practised native cultural tradition at home compared to students who did not practise native cultural tradition at home (p less than 0.05). The results suggest that NA students who practise cultural traditions at home are more able to function fluidly between indigenous knowledge and modern western science than their non-practising counterparts. Overall, these NA students do not see themselves as scientists, which may influence their educational and career science, technology, engineering, and mathematics paths in the future. The educational implication is that once initial perceptions are identified, researchers and teachers can provide meaningful experiences to combat the stereotypes. (Contains 4 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10