Using Diversity among Biomedical Scientists as a Teaching Tool a Positive Effect of Role Modeling on Minority Students

Porta, Angela R.

doi:10.2307/4451273

Cited by 1 publication

(2 citation statements)

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“…The adoption of science role-models in turn, has the potential to: inspire student career choices; challenge stereotypical perceptions of scientists; provide realistic insights into real-world science 30 ; and support science teachers to maintain students’ interest in the pursuit of science 27 . Several initiatives 28 , 29 , 31 , 32 have drawn inspiration from the ‘possible selves’ theory 34 . In this theory, as children grow, their career aspirations develop as a result of their exposure to different careers, and influential individuals within careers.…”

Section: International Experience Of School Engagementmentioning

confidence: 99%

“…The breadth of children’s repertoire of possible future careers (or possible selves) can be widened when exposure to specific careers enables a belief that they are capable of achieving this career. Angela Porta 31 , for example, reported that encounters with female biomedical researchers from diverse ethnic backgrounds challenged students’ stereotypical preconceptions of scientists, whilst other studies reported that interactions with scientists influenced their desire to become a scientist and promoted positive attitudes towards science 28 , 29 , 32 .…”

Section: International Experience Of School Engagementmentioning

confidence: 99%

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Evolution of a programme to engage school students with health research and science in Kenya

Davies¹,

Mwangome²,

Yeri³

et al. 2019

Wellcome Open Res

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Facilitating mutually-beneficial educational activities between researchers and school students is an increasingly popular way for research institutes to engage with communities who host health research, but these activities have rarely been formally examined as a community or public engagement approach in health research. The KEMRI-Wellcome Trust Research Programme (KWTRP) in Kilifi, Kenya, through a Participatory Action Research (PAR) approach involving students, teachers, researchers and education stakeholders, has incorporated ‘school engagement’ as a key component into their community engagement (CE) strategy. School engagement activities at KWTRP aim at strengthening the ethical practice of the institution in two ways: through promoting an interest in science and research among school students as a form of benefit-sharing; and through creating forums for dialogue aimed at promoting mutual understanding between researchers and school students. In this article, we provide a background of CE in Kilifi and describe the diverse ways in which health researchers have engaged with communities and schools in different parts of the world. We then describe the way in which the KWTRP school engagement programme (SEP) was developed and scaled-up. We conclude with a discussion about the challenges, benefits and lessons learnt from the SEP implementation and scale-up in Kilifi, which can inform the establishment of SEPs in other settings.

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