In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter

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Scientist Spotlight assignments feature the life and work of diverse scientists, and can be used to integrate inclusion and diversity into your course, while also covering content and scientific process (see an example here).

Schinske et al. (2016) found that Scientist Spotlight assignments can shift students’ perceptions of the types of people who do science and enhance student science identity.

Recently, Yonas et al. (2020) showed that Scientist Spotlight assignments were well-received by students and that student relatability to the scientist spotlights varied by student self-identities (gender, sexual orientation, religiosity, ethnicity, personal experiences, interests, etc.). And Aranda et al. (2021) made the case for engaging students in the creation of Scientist Spotlights to leverage students’ authentic perspectives and unique cultural assets and increase the likelihood that the Scientist Spotlights produced will resonate with them and their peers.

Interested in incorporating Scientist Spotlight assignments in your course?

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