Beyond Stereotypes
Exploring Undergraduate Students’ Perceptions of Scientists Using the Draw-a-Scientist Test
Bibliographic Data
| ID | 7474431 |
|---|---|
| Authors | Biswajit Apat (0000-0003-4878-4003, National Institute of Science Education and Research (NISER), Bhubaneswar, Odisha, India), P K Swain (0000-0001-9863-4068, National Institute of Science Education and Research (NISER), Bhubaneswar, Odisha, India, corresponding author) |
| Year | 2026 |
| Volume | 75 |
| Issue | 1 |
| Pages | 61-84 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociological Bulletin (JOURNAL) |
| Journal identifiers | ISSN: 0038-0229 • E-ISSN: 2457-0257 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00380229251380786 |
| OpenAlex | W4416456669 |
| Language | EN |
| References cited | 47 |
Public perceptions of scientists shape how science is understood, trusted and regarded as a career choice. The draw-a-scientist test (DAST) has been an effective method to explore students’ perceptions of scientists and studies using DAST consistently report that students hold a stereotypical view of scientists. This study explores how undergraduate science students in India perceive science and scientists. A total of 158 undergraduate science students participated in the study by drawing a scientist. The drawings were analysed using the DAST-C protocol and thematic analysis. The findings indicate that students are moving beyond traditional stereotypes, depicting scientists across diverse disciplines, engaged in various activities beyond laboratory work, including teaching, writing and communicating science. Many drawings highlight the cognitive and analytical nature of scientific work, ethical dilemmas, research pressures and work-life balance challenges faced by scientists. The study also reveals students’ awareness of science as an interdisciplinary and socially meaningful activity. While students demonstrate a nuanced understanding of science and scientists, some depictions still reflect persistent stereotypes and idealised portrayals. These findings provide valuable insights into how young scientists-in-training conceptualise their calling and underscore the need for science education and communication strategies that broaden perspectives on scientific endeavours
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| Highly cited | No |
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