Picturebooks in the Primary Grades: Representation and the Stories Shared About Who Belongs in STEM.
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| Title: | Picturebooks in the Primary Grades: Representation and the Stories Shared About Who Belongs in STEM. |
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| Authors: | Cardullo, Victoria1 (AUTHOR) Vmc0004@auburn.edu, Burton, Megan1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Oct2024, Vol. 52 Issue 7, p1297-1310. 14p. |
| Subject Terms: | *Culturally relevant education, *Picture books, Invisibility |
| Abstract: | This study investigates the representation of diversity in STEM picture books for the primary grades. Research suggests that the inclusion or exclusion of various identities contributes to how children view their potential and sense of belonging, which can shape their STEM identity. Children often view books with the lens of understanding what role they can and cannot inhabit based on the characters they see represented within the pages of a book. Results indicated that primary STEM books had an absence of cultural specificity across all categories examined, showing relative invisibility for many groups of individuals. The authors conclude that there needs to be more intentionality related to culturally responsive pedagogy, pairing books with additional research that diversifies the curriculum and stimulates STEM dispositions in students, building bridges between cultures, teaching, and learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigates the representation of diversity in STEM picture books for the primary grades. Research suggests that the inclusion or exclusion of various identities contributes to how children view their potential and sense of belonging, which can shape their STEM identity. Children often view books with the lens of understanding what role they can and cannot inhabit based on the characters they see represented within the pages of a book. Results indicated that primary STEM books had an absence of cultural specificity across all categories examined, showing relative invisibility for many groups of individuals. The authors conclude that there needs to be more intentionality related to culturally responsive pedagogy, pairing books with additional research that diversifies the curriculum and stimulates STEM dispositions in students, building bridges between cultures, teaching, and learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-022-01379-2 |
