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resource research Professional Development, Conferences, and Networks

One size does not fit all: gender implications for the design of outcomes, evaluation and assessment of science communication programs

As science communication programs grow worldwide, effective evaluation and assessment metrics lag. While there is no consensus on evaluation protocols specifically for science communication training, there is agreement on elements of effective training: listening, empathy, and knowing your audience — core tenets of improvisation. We designed an evaluation protocol, tested over three years, based on validated and newly developed scales for an improvisation-based communication training at the Alan Alda Center for Communicating Science. Initial results suggest that ‘knowing your audience’ should
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TEAM MEMBERS: Christine O’Connell Merryn McKinnon Jordan Labouff
resource research Informal/Formal Connections

Gender-biased public perception of STEM fields, focusing on the influence of egalitarian attitudes toward gender roles

Many studies have examined the impression that the general public has of science and how this can prevent girls from choosing science fields. Using an online questionnaire, we investigated whether the public perception of several academic fields was gender-biased in Japan. First, we found the gender-bias gap in public perceptions was largest in nursing and mechanical engineering. Second, people who have a low level of egalitarian attitudes toward gender roles perceived that nursing was suitable for women. Third, people who have a low level of egalitarian attitudes perceived that many STEM
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TEAM MEMBERS: Yuko Ikkatai Azusa Minamizaki Kei Kano Atsushi Inoue Euan McKay Hiromi M. Yokoyama
resource research Informal/Formal Connections

“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups

Background Mentorship has been well-established in the literature as fostering scientific identity and career pathways for underrepresented minority students in science, technology, engineering, and mathematics (STEM) fields. Mentorship is prioritized by programs that aim to increase diversity and support future leadership in STEM fields, but in-depth understanding of mentorship in these contexts remains limited. Drawing on qualitative interview data, we sought to understand the relationship between mentoring and scientific identity among a diverse sample of 24 students in one such program
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TEAM MEMBERS: Kaitlyn Atkins Bryan Dougan Michelle Dromgold-Sermen Hannah Potter Viji Sathy A.T. Panter