No abstract

Students were asked to evaluate a stimulus set of previously recorded Instructor Talk quotes as positive or negative, and whether students could recall noncontent instructor language was investigated. Overall, students’ evaluations of Instructor Talk quotes were in alignment with researchers, and most students could recall memories of Instructor Talk.

Secondary student outcomes after completing at least three Scientist Spotlight assignments were investigated through multi-school collaborations. Across demographics, students significantly increased relatability to and nonstereotypes about scientists. Larger pre–post shifts in students’ relatability to scientists correspond to in-class discussions.