Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University; Tempe, AZ 85287.
CBE Life Sci Educ. 2024 Jun;23(2):ar9. doi: 10.1187/cbe.23-09-0170.
Concealable stigmatized identities (CSIs) are identities that can be kept hidden and carry negative stereotypes. To understand the potential influence instructors have as role models, we must first explore the identities instructors have and whether they disclose those identities to undergraduates. We surveyed national samples of science instructors ( = 1248) and undergraduates ( = 2428) at research institutions to assess the extent to which instructors hold CSIs, whether they reveal those identities to undergraduates, how the prevalence of CSIs among instructors compares to their prevalence among undergraduates, and the reasons instructors reveal or conceal their CSIs. The most common CSIs instructors reported were having anxiety (35%) and being a first-generation college student (29%). Relatively few instructors revealed CSIs to students. The largest mismatches of CSI prevalence were for struggling academically in college (-30%) and having anxiety (-25%); all mismatches grew when accounting for instructor CSI disclosure, highlighting that students perceive fewer role models of scientists with CSIs than actually exist.
可隐藏的污名化身份（CSIs）是指可以隐藏起来并带有负面刻板印象的身份。为了了解教师作为榜样的潜在影响，我们必须首先探讨教师的身份，以及他们是否向本科生透露这些身份。我们对研究机构的科学教师（n=1248）和本科生（n=2428）进行了全国性抽样调查，以评估教师持有 CSIs 的程度、他们是否向本科生透露这些身份、教师 CSIs 的普遍程度与本科生相比如何，以及教师透露或隐瞒 CSIs 的原因。报告的最常见 CSI 是焦虑（35%）和第一代大学生（29%）。相对较少的教师向学生透露 CSIs。CSI 流行率最大的不匹配是在大学学业困难（-30%）和焦虑（-25%）；所有的不匹配都在考虑到教师 CSI 披露时增加，这表明学生对有 CSI 的科学家角色模型的认知少于实际存在的数量。
