My research area is cultural evolution so I thought might be fun to get a bit
theoretical.

Humans are unique in the "inherit" knowledge and skills from previous
generations so it must be the case that for most of human evolutionary
history, younger people did learn from their elders and saw "experts" as role
models.  The phenomenon of young people only seeing their peers as role models
must be a recent - perhaps a change which begins with modernization.

Any thoughts?

Lesley Newson

>===== Original Message From "psci-com: on the public understanding of
science"              <[log in to unmask]> =====
>There is a great deal of wisdom in the report Scott quotes.  I do think
>effectiveness is about the quality of the interaction and the
>sensitivity of the person visiting the school.  People of all ages have
>things to contribute... maybe different things... and it is very wrong
>to promulgate ageist stereotypes. This is our own experience.
>
>Crucially important is the openness of the visiting scientist to the
>situation he/she is entering and equally, and very importantly, to skill
>of the teacher/school to make the fullest use of the opportunity that is
>presented.
>
>Our own survey a couple of years ago indicated that schools really do
>appreciate forming some kind of continuing interaction with the
>scientist in preference to a person who visits to give a one-off talk.
>
>It is all about relationships.
>
>Eric Albone
>Clifton Scientific Trust
>
>-----Original Message-----
>From: psci-com: on the public understanding of science
>[mailto:[log in to unmask]] On Behalf Of Keir, Scott
>Sent: 07 March 2005 13:00
>To: [log in to unmask]
>Subject: [PSCI-COM] Role Models (was Inspirational quotes)
>
>Mike Kenward asked:
>"Am I right in suggesting role models that young people can relate to?"
>
>The Royal Society, working with NESTA and the Department for Education
>and Skills, has produced a Good Practice Guide to support, inform and
>enable excellence for all those delivering role models schemes.
>
>In preparing the Guide, extensive research and interviews were conducted
>with organisers, teachers, scientists, engineers and young people
>involved in role models schemes. Some list members may recall my posting
>asking for scientists and engineers to complete an online questionnaire
>associated with this - thanks to those who did.
>
>The Guide has now been published, and the research associated with the
>Guide is published on our website:
>http://www.royalsoc.ac.uk/page.asp?tip=1&id=2897
>The 'Young people's views' section of the research may be of interest.
>This was drawn from qualitative investigation with 157 young people, so
>is indicative not authoritative. It showed that age is really a
>by-product of things that young people really value: the fact that role
>models are 'not part of the system' and have broader experience;
>enthusiasm; communication skills; are friendly, open and informal.
>
>The research also shows that the experience of the role models'
>interaction with their audience is improved when the role models
>appreciate and understand the audience better and prepare appropriately
>- using appropriate and relevant imagery that reflects the gender and
>ethnic mix of the audience, for example.
>
>From these results, there is no reason to think that younger scientists
>are any better than older ones at any of these, but younger scientists
>may feel more comfortable to be themselves than older ones and may have
>an understanding of their audience that requires less preparation - ie
>the reason younger role models might work best may be because of the
>role models, not because they are young.
>
>(In writing this email, I remember the kids in one school I went into
>with a maths project warmed to me because I was wearing expensive
>trainers and not a "Dad's tie". I didn't say anything that much
>different from what a teacher would, but I was much more informal and
>didn't try (and fail) to be "hip" by making "cool" comments about pop
>groups.)
>
>In light of this research, the Guide brings together a host of
>invaluable case studies, good practice tips, checklists, advice and
>signposts to further information and contacts. In particular, this Guide
>offers encouragement and guidance for people wanting to use role model
>schemes to better reach groups of young people least well-represented in
>science and engineering such as girls, or boys and girls from ethnic
>minority backgrounds.
>
>Scheme organisers will find guidance on charting their way through the
>setting-up process, recruiting role models and working with schools and
>business partners. Scientists and engineers will find useful checklists
>to help them feel prepared and confident in becoming role models.
>Teachers will find some helpful tips on supporting activities using role
>models in the classroom. All will find further information on issues
>such as Criminal Records Bureau checks, health and safety, funding and a
>list of schemes and their websites.
>
>The Guide is available on the Royal Society's website at
>http://www.royalsoc.ac.uk/rolemodels
>If you would like to request a hard copy of the Guide, or have any
>questions or comments, please email your name and address to
>[log in to unmask]
>
>This is not the only resource on this area, and I'm sure we'd welcome
>news of others  -  eg I'm aware that the WISE Campaign
>(http://www.wisecampaign.org.uk) will shortly be publishing "SET for a
>great future: How to inspire girls - and boys - about SET careers in the
>engineering and construction industries", a guide to good practice for
>all those involved in developing careers information materials for young
>people aged 11-16.
>
>Best wishes
>
>Scott
>
>PS Don't forget that the Society can provide funding for any school
>interested in working with scientists and engineers through its
>Partnership Grants scheme - see http://www.royalsoc.ac.uk/partnership
>
>
>Scott Keir
>Science in Society Officer
>
>tel  +44 (0)20 7451 2513
>fax +44 (0)20 7930 2170
>web http://www.royalsoc.ac.uk
>
>The Royal Society
>6-9 Carlton House Terrace
>London SW1Y 5AG
>
>Registered Charity No 207043
>The Royal Society - excellence in science
>
>
>
>
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Lesley Newson
School of Psychology
University of Exeter
Washington Singer Laboratories
Perry Road
Exeter, UK EX4 4QG

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