University attendance as science communication

ABSTRACT

The current study is premised on the expectation that the time university students spend on campus may represent the most substantial exposure they will have to science and scientists in their lifetime. Building on the cultivation theory, we examine whether exposure to science during undergraduate education – through a major in a natural science field or not – is associated with students’ science knowledge and attitudes towards science and scientists. In total, 1727 undergraduates from a Midwestern university completed the survey. Mean comparisons suggest small increases in science knowledge and perception of scientist’s competence along with a small decrease in reservations about science. Perceptions of scientists’ warmth appears to stay stable. Regression analyses with moderation reveal that some demographic factors are associated with science knowledge and attitudes, and some limited cases of possible moderation between student demographics and year of study. Implications for science communication and recruitment efforts in STEM colleges are discussed.

KEYWORDS:

• Science exposure
• cultivation theory
• science knowledge
• attitudes toward science
• warmth and competence

Disclosure statement

No potential conflict of interest was reported by the author(s).