Broken Images, Gilded Images: Descriptions of Scientists over Time

破碎的图像，镀金的图像：随着时间的推移科学家的描述

• 批准号: 0532943
• 负责人: Susan Losh
• 金额: --
• 依托单位: Florida State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-01 至 2008-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0532943&HistoricalAwards=false
• 关键词: Broken; Images; Gilded; Descriptions; Scientists

This project examines how gender, ethnicity, and formal and "informal" educational dimensions affect images of scientists, and how these images relate to civic science literacy. Analyses employ the NSF Surveys of Public Attitudes Toward Science and Technology: 1979-2001. These analyses examine how formal education interacts with cultural resources in 1983 and 2001 to affect images of scientists. By increasing our knowledge about the cultural resources people reference about science, this project may help craft media that can directly teach, be used as examples to promote critical thinking in the general public, promote more favorable images of scientists, or debunk psychics and other ersatz practitioners who regularly appear in media outlets. There also has been a resurgence of public interest in under represented groups, e.g., women, African-Americans and Hispanics in specific science and technology occupations. The images of scientists that adults transmit to youth help create a climate affecting the appeal of science careers. By counteracting stereotyped views of obsessive and peculiar scientists, we may increase the number and diversity of gifted individuals who find science careers more attractive.

本项目研究性别、种族、正式和“非正式”教育层面如何影响科学家的形象，以及这些形象如何与公民科学素养相关。分析采用了美国国家科学基金会对科学和技术的公众态度调查：1979-2001。这些分析研究了1983年和2001年正规教育如何与文化资源相互作用，影响科学家的形象。 通过增加我们对人们参考科学的文化资源的了解，这个项目可以帮助制作可以直接教学的媒体，用作在公众中促进批判性思维的例子，促进科学家更有利的形象，或者揭穿经常出现在媒体上的通灵者和其他神秘从业者。公众对代表性不足的群体的兴趣也有所恢复，例如，妇女、非洲裔美国人和西班牙裔美国人从事特定的科学和技术职业。成年人向年轻人传递的科学家形象有助于营造一种影响科学职业吸引力的氛围。通过消除对科学家偏执和奇特的刻板印象，我们可能会增加发现科学职业更有吸引力的天才个体的数量和多样性。