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Representations Matter: An Analysis of the Portrayal of Black Students in Science Textbooks and Its Impact on STEM Education

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Title: Representations Matter: An Analysis of the Portrayal of Black Students in Science Textbooks and Its Impact on STEM Education
Language: English
Authors: Kenya Posley
Source: Online Submission. 2026Ed.D. Dissertation, Bradley University.
Peer Reviewed: N
Page Count: 133
Publication Date: 2026
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Blacks, African Americans, Scientists, STEM Careers, Professional Personnel, Textbooks, Textbook Content, Elementary Education, Grade 5, Role Models, Diversity, Critical Race Theory, Culturally Relevant Education, Barriers, Inclusion, Self Concept
Abstract: This study examines how Black scientists, inventors, and science, technology, engineering, and math (STEM) professionals are represented in elementary science textbooks and considers how these portrayals may influence students' perceptions of STEM participation. Using a qualitative content analysis approach, three widely used fifth-grade science textbooks--"Elevate Science" (2019), "Skyline Science" (2021), and "HMH Science" (2019)--were analyzed through a structured coding framework. This framework included visual representation, textual mentions, historical contributions, role model references, and contextual inclusion. Findings revealed that representation of Black individuals across all three textbooks was limited, often superficial, and rarely integrated into core scientific content. Although "Elevate Science" demonstrated relatively stronger inclusion, all textbooks exhibited patterns of surface-level diversity, gender imbalance, minimal historical representation, and a lack of aspirational role models. Grounded in sociocultural and identity-based theoretical frameworks, the study highlights how these patterns may affect students' sense of belonging and engagement in STEM. The findings suggest a need for more intentional and meaningful integration of diverse scientific contributions in curriculum materials to support equitable STEM education and broaden participation in STEM fields. The following are appended: (1) Reflexivity Documentation; (2) Sample Coded Data Excerpts; (3) Coding Framework and Codebook; and (4) Expanded Data Tables.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679944
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Representations Matter: An Analysis of the Portrayal of Black Students in Science Textbooks and Its Impact on STEM Education
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  Data: <searchLink fieldCode="AR" term="%22Kenya+Posley%22">Kenya Posley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026Ed.D. Dissertation, Bradley University.
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  Data: 133
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  Data: 2026
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  Data: Dissertations/Theses - Doctoral Dissertations
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Blacks%22">Blacks</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Scientists%22">Scientists</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Careers%22">STEM Careers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Personnel%22">Professional Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Models%22">Role Models</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study examines how Black scientists, inventors, and science, technology, engineering, and math (STEM) professionals are represented in elementary science textbooks and considers how these portrayals may influence students' perceptions of STEM participation. Using a qualitative content analysis approach, three widely used fifth-grade science textbooks--"Elevate Science" (2019), "Skyline Science" (2021), and "HMH Science" (2019)--were analyzed through a structured coding framework. This framework included visual representation, textual mentions, historical contributions, role model references, and contextual inclusion. Findings revealed that representation of Black individuals across all three textbooks was limited, often superficial, and rarely integrated into core scientific content. Although "Elevate Science" demonstrated relatively stronger inclusion, all textbooks exhibited patterns of surface-level diversity, gender imbalance, minimal historical representation, and a lack of aspirational role models. Grounded in sociocultural and identity-based theoretical frameworks, the study highlights how these patterns may affect students' sense of belonging and engagement in STEM. The findings suggest a need for more intentional and meaningful integration of diverse scientific contributions in curriculum materials to support equitable STEM education and broaden participation in STEM fields. The following are appended: (1) Reflexivity Documentation; (2) Sample Coded Data Excerpts; (3) Coding Framework and Codebook; and (4) Expanded Data Tables.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679944
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 133
    Subjects:
      – SubjectFull: Blacks
        Type: general
      – SubjectFull: African Americans
        Type: general
      – SubjectFull: Scientists
        Type: general
      – SubjectFull: STEM Careers
        Type: general
      – SubjectFull: Professional Personnel
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Textbook Content
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Role Models
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Critical Race Theory
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Self Concept
        Type: general
    Titles:
      – TitleFull: Representations Matter: An Analysis of the Portrayal of Black Students in Science Textbooks and Its Impact on STEM Education
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            NameFull: Kenya Posley
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            – D: 01
              M: 05
              Type: published
              Y: 2026
          Titles:
            – TitleFull: Online Submission
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