The discussion today centers on the pressing issue of science communication and the alarming erosion of public trust in scientific endeavors. Our guest, Alex Kirkpatrick, a distinguished scholar in science communication from Washington State University and Cornell Engineering, offers a novel perspective by examining the dynamics between scientists and the public, particularly through the lens of identity and perceived threat. We delve into the inadequacies of the prevalent knowledge deficit model, which assumes that simply imparting scientific knowledge will foster acceptance and trust. Kirkpatrick's research highlights how a scientist's strong identification with their profession can inadvertently lead to negative perceptions of non-scientists, consequently hindering effective communication. This episode promises to illuminate the intricate interplay between identity, communication, and trust in science, providing valuable insights for both scientists and communicators alike.

Takeaways:

• The podcast discusses the critical issue of trust in science and the communication breakdown between the scientific community and the public.
• Alex Kirkpatrick's research reveals how scientists' strong in-group identity impacts their perception of non-scientists as a deficient out-group.
• The knowledge deficit model in science communication assumes that simply providing more information will foster trust and understanding, which is fundamentally flawed.
• The study emphasizes the importance of perceived threat in shaping scientists' attitudes towards non-scientists and their communication strategies.

• Scientist versus nonscientist: identity, threat, derogation and agreement with the knowledge deficit hypothesis among STEM students in the US - In essence, the knowledge deficit hypothesis (KDH) of science communication assumes perceived deficiencies in public attitudes toward science can be addressed through nonscientists receiving more scientific information from experts. Despite counterevidence, the KDH is a popular assumption among scientists in the US and shapes science communication efforts. This study explores the role of identity and intergroup threat in shaping this assumption by surveying a sample of science, technology, engineering and maths (STEM) college students in the US.
• Alex Kirkpatrick - Cornell Engineering

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