Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators
IntroductionIt is critical for STEM students to be able to discuss science with diverse audiences, yet many STEM students do not receive adequate training in these skills. When students have the skills to communicate about science, they may feel a resulting sense of empowerment as a scientist as wel...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1173661/full |
| _version_ | 1797745345390706688 |
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| author | Sydney Alderfer Rachel McMillan Katlyn Murphy Nicole Kelp |
| author_facet | Sydney Alderfer Rachel McMillan Katlyn Murphy Nicole Kelp |
| author_sort | Sydney Alderfer |
| collection | DOAJ |
| description | IntroductionIt is critical for STEM students to be able to discuss science with diverse audiences, yet many STEM students do not receive adequate training in these skills. When students have the skills to communicate about science, they may feel a resulting sense of empowerment as a scientist as well as help members of society understand science.MethodsIn this study, we developed, implemented, and evaluated a workshop that gave students understanding of and practice in applying Inclusive Science Communication. We assessed the workshop via a mixed-methods approach.ResultsWe quantified student affective measures that are associated with STEM persistence, such as science self-efficacy and science identity, showing that the workshop increased these measures both for students of marginalized identities and for students who do not hold these identities. We also assessed student open-ended responses for themes related to the Theory of Planned Behavior, Community Cultural Wealth, and White Supremacy Culture, finding that forms of cultural capital empowered students to perform science communication behaviors while power imbalances, fear of conflict, and perfectionism presented barriers to these behaviors.DiscussionThis study highlights the importance of providing explicit training and practice in Inclusive Science Communication for undergraduate STEM students. Our results also suggest that students need the opportunity for reflexivity – that is, the practice of reflecting upon their identities and motivations – in order to develop in their identity and confidence as scientists and science communicators. |
| first_indexed | 2024-03-12T15:22:56Z |
| format | Article |
| id | doaj.art-854fd5210303488ab4891bef6dea180e |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T15:22:56Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-854fd5210303488ab4891bef6dea180e2023-08-11T00:41:37ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-08-01810.3389/feduc.2023.11736611173661Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicatorsSydney Alderfer0Rachel McMillan1Katlyn Murphy2Nicole Kelp3Department of Chemical and Biological Engineering, Colorado State University, Fort Collins, CO, United StatesDepartment of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO, United StatesDepartment of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO, United StatesDepartment of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO, United StatesIntroductionIt is critical for STEM students to be able to discuss science with diverse audiences, yet many STEM students do not receive adequate training in these skills. When students have the skills to communicate about science, they may feel a resulting sense of empowerment as a scientist as well as help members of society understand science.MethodsIn this study, we developed, implemented, and evaluated a workshop that gave students understanding of and practice in applying Inclusive Science Communication. We assessed the workshop via a mixed-methods approach.ResultsWe quantified student affective measures that are associated with STEM persistence, such as science self-efficacy and science identity, showing that the workshop increased these measures both for students of marginalized identities and for students who do not hold these identities. We also assessed student open-ended responses for themes related to the Theory of Planned Behavior, Community Cultural Wealth, and White Supremacy Culture, finding that forms of cultural capital empowered students to perform science communication behaviors while power imbalances, fear of conflict, and perfectionism presented barriers to these behaviors.DiscussionThis study highlights the importance of providing explicit training and practice in Inclusive Science Communication for undergraduate STEM students. Our results also suggest that students need the opportunity for reflexivity – that is, the practice of reflecting upon their identities and motivations – in order to develop in their identity and confidence as scientists and science communicators.https://www.frontiersin.org/articles/10.3389/feduc.2023.1173661/fullinclusive science communicationscience identityscience self-efficacyreflexivitycommunity cultural wealth |
| spellingShingle | Sydney Alderfer Rachel McMillan Katlyn Murphy Nicole Kelp Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators Frontiers in Education inclusive science communication science identity science self-efficacy reflexivity community cultural wealth |
| title | Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators |
| title_full | Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators |
| title_fullStr | Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators |
| title_full_unstemmed | Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators |
| title_short | Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators |
| title_sort | inclusive science communication training for first year stem students promotes their identity and self efficacy as scientists and science communicators |
| topic | inclusive science communication science identity science self-efficacy reflexivity community cultural wealth |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1173661/full |
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