We report on a brief, simple, online course intervention designed to reduce identity gaps and help students see their “possible selves” in working scientists. Students (n = 238) in a large-enrollment, introductory biology course for nonmajors were assigned nine podcasts, distributed throughout the semester. These podcasts each featured a scientist telling a “true, personal story about science,” and we intentionally selected podcasts featuring scientists from diverse backgrounds. We hypothesized that this intervention would serve to broaden student perceptions of science and scientists, and we used a mixed-methods approach to analyze (a) survey data and (b) short written responses about how these podcasts impacted students’ views of the people who do science. Student survey responses confirm that students overwhelmingly found the podcasts valuable, engaging, and relatable, and student impressions varied as a function of student identity (gender, religiosity, sexual orientation, etc.). Further, these podcasts changed student perceptions of the sort of people who do science. This work builds on earlier findings and expands the current work to include a look at how students from a range of different identities—hidden and visible—respond to a simple intervention designed to counter stereotypes about scientists.

中文翻译：

---

在“科学家关注”的干预下，不同的学生身份至关重要†

我们报告了一个简短，简单的在线课程干预措施，旨在减少身份差距并帮助学生看到在职科学家的“可能的自我”。面向非专业大学生的入门级生物学入门课程的学生（n = 238）被分配了九个播客，并在整个学期分发。这些播客每个都有一位科学家讲一个“关于科学的真实个人故事”，我们有意选择了来自不同背景的科学家播客。我们假设这种干预将有助于扩大学生对科学和科学家的认识，并且我们采用了一种混合方法来分析（a）调查数据和（b）关于这些播客如何影响学生对他人的看法的简短书面回应。做科学。学生调查的回答证实，学生绝大多数都认为播客很有价值，吸引力和相关性，学生的印象随学生身份（性别，宗教信仰，性取向等）而变化。此外，这些播客改变了学生对从事科学工作的人的看法。这项工作建立在早期发现的基础之上，并将当前工作扩展到包括对来自各种不同身份（隐藏和可见）的学生如何应对旨在消除对科学家刻板印象的简单干预的反应。