Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses

doi:10.1187/cbe.24-02-0082

. 2025 Jun 1;24(2):es1.

doi: 10.1187/cbe.24-02-0082.

Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses

Robin A Costello^{1

2}, Sharday N Ewell³, Paula E Adams¹, Maurina L Aranda⁴, Aaron Curry⁵, Maria Mercedes De Jesus¹, Ryan D P Dunk^{1

6}, Marcos E García-Ojeda⁷, Stephanie J Gutzler⁸, Linda R A Habersham⁹, Melissa K Kjelvik^{10

11}, Myesha Mateen⁹, Kelsey J Metzger¹², Kimberly X Mulligan¹, Melinda T Owens¹³, Rachel M Pigg¹⁴, Kim Quillin¹⁵, Mallory M Rice¹⁶, Selorm Sovi⁹, Elizabeth H Schultheis¹¹, Jaidyn Schultz⁹, Elli J Theobald¹⁷, Erica Tracey⁸, Brie Tripp¹⁸, Suann Yang¹⁹, Ash Zemenick²⁰, Cissy J Ballen¹, Dax Ovid⁹

Affiliations

¹ Auburn University, Auburn, AL 36849.
² University at Buffalo, Buffalo, NY 14260.
³ University of Mississippi, University, MS 36877.
⁴ Southern Illinois University Edwardsville, Edwardsville, IL 62026.
⁵ Dr. Henry A. Wise, Jr. High School, Upper Marlboro, MD 20785.
⁶ Howard University, Washington, DC 20059.
⁷ University of California Merced, Merced, CA 95343.
⁸ Georgia State University, Atlanta, GA 30303.
⁹ University of Georgia, Athens, GA 30602.
¹⁰ Michigan State University, East Lansing, MI 48824.
¹¹ Kellogg Biological Station, Michigan State University, Hickory Corners, MI 49060.
¹² University of Minnesota Rochester, Rochester, MN 55904.
¹³ University of California San Diego, La Jolla, CA 92093.
¹⁴ University of Louisville, Louisville, KY 40292.
¹⁵ Salisbury University, Salisbury, MD 21801.
¹⁶ California State University San Marcos, San Marcos, CA 92096.
¹⁷ University of Washington, Seattle, WA 98195.
¹⁸ University of California Davis, Davis, CA 95616.
¹⁹ State University of New York at Geneseo, Geneseo, NY 14454.
²⁰ University of Michigan, Ann Arbor, MI 48109.

PMID: 40184170
PMCID: PMC12286632
DOI: 10.1187/cbe.24-02-0082

Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses

Robin A Costello et al. CBE Life Sci Educ. 2025.

. 2025 Jun 1;24(2):es1.

doi: 10.1187/cbe.24-02-0082.

Authors

Affiliations

¹ Auburn University, Auburn, AL 36849.
² University at Buffalo, Buffalo, NY 14260.
³ University of Mississippi, University, MS 36877.
⁴ Southern Illinois University Edwardsville, Edwardsville, IL 62026.
⁵ Dr. Henry A. Wise, Jr. High School, Upper Marlboro, MD 20785.
⁶ Howard University, Washington, DC 20059.
⁷ University of California Merced, Merced, CA 95343.
⁸ Georgia State University, Atlanta, GA 30303.
⁹ University of Georgia, Athens, GA 30602.
¹⁰ Michigan State University, East Lansing, MI 48824.
¹¹ Kellogg Biological Station, Michigan State University, Hickory Corners, MI 49060.
¹² University of Minnesota Rochester, Rochester, MN 55904.
¹³ University of California San Diego, La Jolla, CA 92093.
¹⁴ University of Louisville, Louisville, KY 40292.
¹⁵ Salisbury University, Salisbury, MD 21801.
¹⁶ California State University San Marcos, San Marcos, CA 92096.
¹⁷ University of Washington, Seattle, WA 98195.
¹⁸ University of California Davis, Davis, CA 95616.
¹⁹ State University of New York at Geneseo, Geneseo, NY 14454.
²⁰ University of Michigan, Ann Arbor, MI 48109.

PMID: 40184170
PMCID: PMC12286632
DOI: 10.1187/cbe.24-02-0082

Abstract

Increasingly, curricular materials for undergraduate life science courses are designed to highlight scientists with identities and backgrounds that counter historical and stereotypical representation in science. In this essay, we characterize the wide variation in the development and implementation of these curricular materials featuring counterstereotypical scientists. Applying the Social Ecological Model of Behavior Change as a framework, we examine both personal and social elements of the benefits and costs related to designing and implementing curricula featuring counterstereotypical scientists from the perspective of three groups: students, instructors, and the featured scientists. The benefits of these materials for students are well documented, and we consider how these materials may likewise benefit instructors and the featured scientists themselves. However, we emphasize that, if not developed and implemented with attention to the diversity of personal, social, and contextual factors, such well-intentioned efforts may be ineffective or impact groups in inadvertent ways. Finally, we offer recommendations for highlighting counterstereotypical scientists in curricula. We call for additional research to effectively develop and implement materials featuring counterstereotypical scientists in ways that maximize benefits and limit possible costs to students, instructors, and the featured scientists.

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Conflict of interest statement

Conflicts of Interest: M.K.K. and E.H.S. are co-creators of Data Nuggets, A.Z. is a co-creator of Project Biodiversify, and R.M.P. and S.Y. are co-creators of BioGraphI. D.O. previously supported the development of the Scientist Spotlights website. No promotion of a particular product to the exclusion of other similar products should be construed.

Figures

**FIGURE 1.**
Adaptation of Bronfenbrenner's Social Ecological Model of Behavioral Change.

**FIGURE 2.**
Framework of variables important to highlighting counterstereotypical scientists.

See this image and copyright information in PMC

References

1. Acosta-Parra, A., Ovid, D., & Tripp, B. (2024). Breaking stereotypes: How exposure to counter-stereotypical scientists shapes undergraduates scopes of possibility. CBE—Life Sciences Education, 23(4), ar58. 10.1187/cbe.24-05-0148 - DOI - PMC - PubMed
1. Ahn, J. N., Hu, D., & Vega, M. (2020). “Do as I do, not as I say”: Using social learning theory to unpack the impact of role models on students’ outcomes in education. Social and Personality Psychology Compass, 14(2), e12517. 10.1111/spc3.12517 - DOI
1. Aikenhead, G. (2002). Whose scientific knowledge? The colonizer and the colonized. Counterpoints, 210, 151–166.
1. Allen, K.-A., Gallo Cordoba, B., Ryan, T., Arslan, G., Slaten, C. D., Ferguson, J. K., … Vella-Brodrick, D. (2023). Examining predictors of school belonging using a socio-ecological perspective. Journal of Child and Family Studies, 32(9), 2804–2819.
1. Allen, K.-A., Vella-Brodrick, D., & Waters, L. (2016). Fostering school belonging in secondary schools using a socio-ecological framework. The Educational and Developmental Psychologist, 33(1), 97–121.

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[1] Acosta-Parra, A., Ovid, D., & Tripp, B. (2024). Breaking stereotypes: How exposure to counter-stereotypical scientists shapes undergraduates scopes of possibility. CBE—Life Sciences Education, 23(4), ar58. 10.1187/cbe.24-05-0148 - DOI - PMC - PubMed

[2] Acosta-Parra, A., Ovid, D., & Tripp, B. (2024). Breaking stereotypes: How exposure to counter-stereotypical scientists shapes undergraduates scopes of possibility. CBE—Life Sciences Education, 23(4), ar58. 10.1187/cbe.24-05-0148 - DOI - PMC - PubMed

[3] Ahn, J. N., Hu, D., & Vega, M. (2020). “Do as I do, not as I say”: Using social learning theory to unpack the impact of role models on students’ outcomes in education. Social and Personality Psychology Compass, 14(2), e12517. 10.1111/spc3.12517 - DOI

[4] Ahn, J. N., Hu, D., & Vega, M. (2020). “Do as I do, not as I say”: Using social learning theory to unpack the impact of role models on students’ outcomes in education. Social and Personality Psychology Compass, 14(2), e12517. 10.1111/spc3.12517 - DOI

[5] Aikenhead, G. (2002). Whose scientific knowledge? The colonizer and the colonized. Counterpoints, 210, 151–166.

[6] Aikenhead, G. (2002). Whose scientific knowledge? The colonizer and the colonized. Counterpoints, 210, 151–166.

[7] Allen, K.-A., Gallo Cordoba, B., Ryan, T., Arslan, G., Slaten, C. D., Ferguson, J. K., … Vella-Brodrick, D. (2023). Examining predictors of school belonging using a socio-ecological perspective. Journal of Child and Family Studies, 32(9), 2804–2819.

[8] Allen, K.-A., Gallo Cordoba, B., Ryan, T., Arslan, G., Slaten, C. D., Ferguson, J. K., … Vella-Brodrick, D. (2023). Examining predictors of school belonging using a socio-ecological perspective. Journal of Child and Family Studies, 32(9), 2804–2819.

[9] Allen, K.-A., Vella-Brodrick, D., & Waters, L. (2016). Fostering school belonging in secondary schools using a socio-ecological framework. The Educational and Developmental Psychologist, 33(1), 97–121.

[10] Allen, K.-A., Vella-Brodrick, D., & Waters, L. (2016). Fostering school belonging in secondary schools using a socio-ecological framework. The Educational and Developmental Psychologist, 33(1), 97–121.

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Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses

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Highlighting Counterstereotypical Scientists in Undergraduate Life Science Courses

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