The Research

Goldstein, L., & Sweetman, S. (2026). The Draw‐A‐Woman Scientist Test: Exploring Schoolchildren’s Perceptions of Women Scientists. Journal of Community & Applied Social Psychology, 36(1), e70214.

Abstract

Research on the gender gap in STEM has primarily focused on the behaviors of girls and women in response to their environments, with little focus on the attitudes of the boys and men. We introduce the Draw-A-Woman-Scientist Test (DAWST), a variant on the Draw-A-Scientist Test (DAST), in order to understand attitudes towards women scientists. Using a sample of 696 drawings from students in grades K–7, we analyze rubric scores for differences across grade and gender. Our findings indicate that boys are less likely than girls to depict women scientists with feminine features. In addition, girls more frequently illustrate contemporary, realistic scientists, while boys tend to portray scientists in more sensationalized ways. Few changes occur across grade level other than those associated with drawing skill level. Overall, the image of the traditional scientist (lab coat, goggles,
chemistry) persists. We note implications for policy and practice, with a focus on how ‘girls-in-STEM’ initiatives may contribute to gender imbalances by siloing depictions of women scientists into gender-specific programming, rather than integrating those images into mainstream science education.

Application in Process

STEM program leaders, researchers, and policymakers can apply these findings to redesign “girls-in-STEM” initiatives so that diverse representations of women scientists are embedded across all science learning experiences, rather than isolated in programs aimed only at girls.

Classroom educators and curriculum designers can use simple drawing activities like the DAWST to identify and address early gender stereotypes about scientists, allowing them to integrate more realistic and inclusive images of women scientists into everyday science lessons.

“As a women in STEM education, this research mattered to me because it shifts the focus from ‘fixing’ girls to confronting the hostile environments and gendered attitudes that shape STEM perceptions early on, underscoring the need for mixed-gender learning experiences that foster respect and collaboration.”

Sara Sweetman