The Scientist Spotlights Partnership Program:
Engaging High School Students in Exploring Biomedical Science Careers by Connecting
with Counter-Stereotypical Scientists
Project Summary/Abstract
Extending the work of the successful NIH SEPA-funded Scientist Spotlights Initiative, San
Francisco State University – in partnership with Foothill College and University of Georgia –
aims to expand collaborations with high school teachers to be nationwide, connect high school
students with near peer undergraduate student mentors from diverse backgrounds, and
investigate the impact of engaging high school students as authors of Scientist Spotlights in the
new Scientist Spotlights Partnership Program. Few high school students have access to
biomedical scientists; even fewer have insights into their personal backgrounds and professional
journeys. Research on science identity, stereotypes, and career interests suggests that lack of
access to diverse representations of scientists is a key barrier for high school students envisioning
themselves in biomedical research careers, especially for students from populations marginalized
in science. Yet, bringing scientists directly into classrooms is not possible for many teachers,
would not provide access to biomedical role models at scale, and may inadvertently reinforce
stereotypes about who can pursue biomedical science. To increase representation of diverse
biomedical science role models in high school science curriculum, we previously developed
hundreds of Scientist Spotlights – metacognitive curriculum supplements that align with high
school NGSS content standards, highlight the stories and research of counter-stereotypical
biomedical scientists, and are reflective assignments completed by high school students. Faculty
and undergraduate students authored Scientist Spotlights were freely available on the Scientist
Spotlights Initiative website for teachers to use. Research results from prior efforts demonstrated
increases in high school students’ science identity and relatability to scientists after experiencing
only three Scientist Spotlights, and we unexpectedly observed even more dramatic positive
impacts for undergraduate students who authored Scientist Spotlights. To leverage these results,
we now propose to engage high school students themselves in exploring biomedical research
careers by potentially interviewing scientists and authoring Scientist Spotlights. To accomplish
this, we will partner high school teachers with undergraduate near peer mentors to guide the
authoring process as well as to collaborate in assessing impact on high school students. Over 5
years, we aim to collaborate with ~40 teachers, ~80 near peer mentors, and ~1280 high school
students who will have agency to identify, interview, and author Scientist Spotlights, which will
be disseminated on the Scientist Spotlights Initiative website. Finally, we will conduct research to
compare the impact of authoring versus just experiencing Scientist Spotlights assignments on
high school students’ science identity, relatability to scientists, and career interests.
