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|Presentation Title||The Science Selfie: How to reframe your elevator speech to address social stereotypes|
|Presenting Author Name||Natasha Wingerter|
|Presenting Author Affiliation||University of Idaho|
|Presenting Author Social Media Handles||Instagram: wingresearch|
|Unit Meeting||Western Division/WA-BC Chapter|
|Symposium||Diversity & Inclusion|
|General Topic||science communication, stereotypes|
|Type of Presentation||Oral|
As fisheries scientists we are encouraged to expand the impact of our work by participating in public and educational outreach. Beyond the benefits of stakeholder engagement, authentic learning experiences with scientists have the potential to have lasting impacts on the future face of fisheries by building a student’s science identity which influences his or her persistence within STEM fields. However, fisheries scientists rarely receive training in conducting outreach and seldom have training in performing outreach with underrepresented populations. In order to address this gap, we sought to create a tool which addresses three student self-identified barriers to STEM, including a fixed mindset, fixed theory of interest, and demographic threats. We used design-based research to create a tool called the “Science Selfie”. The “Science Selfie” addresses social stereotypes of who can do science by reframing a fisheries scientist’s elevator speech, sharing his or her pathway to fisheries, and creating avenues for personal relevance. We demonstrate how the “Science Selfie” can be used to dismantle student self-identified barriers to increase science identity, science self-efficacy, and intention to pursue fisheries science.