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] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179573542 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Picturebooks in the Primary Grades: Representation and the Stories Shared About Who Belongs in STEM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cardullo%2C+Victoria%22">Cardullo, Victoria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Vmc0004@auburn.edu</i><br /><searchLink fieldCode="AR" term="%22Burton%2C+Megan%22">Burton, Megan</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Oct2024, Vol. 52 Issue 7, p1297-1310. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Picture+books%22">Picture books</searchLink><br /><searchLink fieldCode="DE" term="%22Invisibility%22">Invisibility</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179573542 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-022-01379-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1297 Subjects: – SubjectFull: Culturally relevant education Type: general – SubjectFull: Picture books Type: general – SubjectFull: Invisibility Type: general Titles: – TitleFull: Picturebooks in the Primary Grades: Representation and the Stories Shared About Who Belongs in STEM. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cardullo, Victoria – PersonEntity: Name: NameFull: Burton, Megan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 52 – Type: issue Value: 7 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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