Utilizing the “Draw-A-” Research Paradigm to Prompt Connection, Interest, and Inquiry About Developmental Concepts.

This pedagogical essay explores the use of “Draw-A” classroom activities, where students depict generic members of a group (e.g., teenagers) and then draw themselves, as a tool to help students recognize stereotypes, challenge commonly held myths, and connect lived experiences to course content. While the “Draw-A-Scientist” research paradigm has long been used to examine perceptions of scientists and challenge science-related stereotypes, no work has considered how a similar strategy might be beneficial for student learning in psychology-related courses. This essay offers an illustrative example of a “Draw-A-Teen” activity that was implemented in an undergraduate developmental psychology course. During the activity, students were invited to first draw a generic teenager, then draw themselves as a teen, noting physical traits, daily objects, and internal thoughts common in adolescence. Student drawings revealed contrasts between stereotypical depictions and their lived experiences, which prompted class discussions challenging assumptions and connecting lecture content to students’ lives. The Draw-A-Teen activity highlights the potential of “Draw-A” assignments to help students reflect on stereotypes and pervasive myths while building meaningful links to course material, which, as discussed, could be applied to a variety of psychological phenomena. Future directions for empirical study include examining whether “Draw-A” activities improve conceptual understanding, promote stereotype awareness, or support reflecting thinking across psychological domains.