The role of depicting and analysing scientist images to reveal gender-science stereotypes among students in K-12 classrooms is an ongoing research trend in science education literature. The study reported here carries on this research trend but focuses on preservice elementary teachers' images of scientists. The purpose of this study was to investigate the relationship between preservice elementary teachers' gender and ethnicity and their drawn images of a female scientist, male scientist, and teacher as a scientist, respectively and the similarities and differences among images. In this study, preservice elementary teachers were asked to draw a female scientist, male scientist, and teacher as a scientist, respectively. One hundred and fifty participants indicated their gender and one hundred and twenty-five indicated their gender and ethnicity. Five hundred and eighty eight images were analysed. The data was analysed using a modified Draw-A-Scientist-Test Checklist (DAST-C) and chi-square tests. The results of this study indicate that gender-science stereotypes held by preservice teachers exist among genders and ethnicities. Factors that contribute to diminish or promote stereotypical images of scientists are age, education, culture, role models, and inquiry-based instruction. Also, similarities and differences between images of a female scientist, male scientist, and teacher as a scientist show that preservice teachers know how to draw scientists with physical indicators but do not include a realistic environment or activities for the scientist.

STEM (Science, Technology, Engineering, and Mathematics) academic programs and career fields continue to lack representation among females and minorities. STEM learning programs that engage youth in culturally relevant and personally meaningful experiences in STEM have been shown to develop participant self-concept as a scientist, as well as increase interest in related careers. This study uses the Draw-a-Scientist Checklist (DAST-C) instrument, as well as the Draw-a-Scientist Growth (DAST-G) instrument, which was developed and implemented by the author as part of this research. The DAST-C and DAST-G instruments were used to examine the science-related perceptions of youth before and after participation in a residential STEM geosciences program. An analysis found that the program produced statistically significant (p<.05) reductions to the DAST-C scientist stereotype scores in all twelve cycles of the program between 2018 and 2019, and statistically significant gains to the DAST-G scientist perception growth scores in eleven of the cycles.