Seeing themselves in Science: Exploring Year 1 Pupils’ Perceptions of Scientists and Science Self-Efficacy

Abstract

Closing the gender and race gap in science, technology, engineering, and mathematics (STEM) fields is paramount for fostering inclusivity and equity in education. Early childhood experiences significantly shape attitudes towards STEM subjects, making it imperative to understand their formation and implications. I propose a mixed methods study to explore Year 1 pupils' perceptions of scientists and their science self-efficacy. After quantitative analysis using the Draw-A-Scientist-Checklist (DAST-C) and science self-efficacy questionnaire, six students, from diverse backgrounds, will be interviewed. This research seeks to uncover nuanced insights into the formation of STEM attitudes in young children. Additionally, I introduce a refined version of the Draw-A-Scientist Test (DAST) to explore the influence of racial identity. By shedding light on these crucial aspects, this study aims to inform educational practices and interventions that promote inclusivity, addressing STEM disparities from an early age.