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Breaking Barriers: Utilizing a STEM Equity Framework for Analyzing Primary Picture Books

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Title: Breaking Barriers: Utilizing a STEM Equity Framework for Analyzing Primary Picture Books
Language: English
Authors: Victoria Cardullo (ORCID 0000-0003-1669-4994), Megan Burton (ORCID 0000-0002-7643-1814)
Source: Early Childhood Education Journal. 2025 53(5):1681-1692.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: STEM Education, Picture Books, Critical Thinking, Problem Solving, Empathy, Self Esteem, Student Empowerment, Equal Education, Diversity, Childrens Literature
DOI: 10.1007/s10643-024-01708-7
ISSN: 1082-3301
1573-1707
Abstract: This article explores integrating a STEM equity framework in analyzing primary picture books, focusing on providing equitable access to high-quality STEM learning experiences for all students. It delves into the multifaceted nature of STEM literacy, emphasizing critical thinking, problem-solving, utility, applicability, empathy, STEM dispositions, identity development, and empowerment. The article explicitly addresses the historical exclusion of minoritized students from STEM learning and careers and proposes an Equity-Oriented STEM Literacy Framework. The study examines the criteria for selecting children's picture books published between 2011 and 2021 that contribute to early STEM literacy and representation. The overarching goal is to promote inclusivity, diversity, and equity in STEM education, fostering a dynamic and accessible learning environment for all students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470581
Database: ERIC
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  Value: <anid>AN0185036411;5mx01jun.25;2025May12.06:06;v2.2.500</anid> <title id="AN0185036411-1">Breaking Barriers: Utilizing a STEM Equity Framework for Analyzing Primary Picture Books </title> <p>This article explores integrating a STEM equity framework in analyzing primary picture books, focusing on providing equitable access to high-quality STEM learning experiences for all students. It delves into the multifaceted nature of STEM literacy, emphasizing critical thinking, problem-solving, utility, applicability, empathy, STEM dispositions, identity development, and empowerment. The article explicitly addresses the historical exclusion of minoritized students from STEM learning and careers and proposes an Equity-Oriented STEM Literacy Framework. The study examines the criteria for selecting children's picture books published between 2011 and 2021 that contribute to early STEM literacy and representation. The overarching goal is to promote inclusivity, diversity, and equity in STEM education, fostering a dynamic and accessible learning environment for all students.</p> <p>Keywords: Equity; Inclusion; Societal change; Picture Books; STEM; Education Curriculum and Pedagogy Specialist Studies In Education</p> <p>STEM (Science, Technology, Engineering, and Mathematics) education offers authentic, real-world engagement and problem-solving, integrating content areas meaningfully (Tran, [<reflink idref="bib69" id="ref1">69</reflink>]). An integrated kindergarten to 12th -grade STEM approach enhances the relevance of each subject, fostering real-world connections (National Research Council, [<reflink idref="bib53" id="ref2">53</reflink>]). This approach boosts student engagement and interest (Cotabish et al., [<reflink idref="bib21" id="ref3">21</reflink>]; Moore et al., [<reflink idref="bib50" id="ref4">50</reflink>]) and elevates academic achievement (Becker & Park, [<reflink idref="bib4" id="ref5">4</reflink>]; Dickerson et al., [<reflink idref="bib25" id="ref6">25</reflink>]; Rehmat, [<reflink idref="bib61" id="ref7">61</reflink>]). As our global economy evolves, STEM education becomes crucial for preparing students for future jobs (National Research Council, [<reflink idref="bib53" id="ref8">53</reflink>]).</p> <p>However, access to quality STEM experiences is unique, and addressing systemic inequalities that impact access and experiences with quality STEM education is essential. Disrupting systems of oppression is necessary to provide equitable opportunities for all. STEM literacy, integrating STEM disciplines and applying STEM concepts to solve complex problems (Balka, [<reflink idref="bib3" id="ref9">3</reflink>]), is a critical asset in today's world. Achieving STEM literacy for all requires ensuring every student has access to quality STEM learning experiences (Mohr-Schroeder et al., [<reflink idref="bib49" id="ref10">49</reflink>]). In primary grades, many educational experiences are connected to picture books as ways for students to connect to content and ideas. The purpose of this study was to examine children's picture, using a well-established STEM Equity framework (Jackson et al., [<reflink idref="bib38" id="ref11">38</reflink>]), to examine if the picture books align and promote with equitable STEM educational expectations.</p> <hd id="AN0185036411-2">STEM Literacy</hd> <p>STEM literacy is not a hapless combination of the four silos that comprise STEM. Rather than being a laundry list of components of scientific literacy, technological literacy, engineering literacy, and mathematical or quantitative literacy, it is a distinctive literacy domain. The literature on the individual content area literacies plays a vital role in understanding integrated STEM literacy. For example, according to science, literacy is complex and interdependent on content areas such as mathematics, technology, and the social sciences (American Association for the Advancement of Science, [<reflink idref="bib2" id="ref12">2</reflink>]). The National Research Council (NRC, [<reflink idref="bib54" id="ref13">54</reflink>]) describes science literacy as the appreciation of "the beauty and wonder of science; possessing sufficient knowledge of science and engineering to engage in public discussions on related issues; being careful consumers of scientific and technological information related to their everyday" (NRC, [<reflink idref="bib54" id="ref14">54</reflink>], p. 1). STEM literacy is essential for all students because it promotes "critical thinking and problem-solving, communication, collaboration, creativity, and innovative thinking" (Mohr-Schroeder et al., [<reflink idref="bib49" id="ref15">49</reflink>], p. 36), which are essential in living in today's society.</p> <p>STEM literacy has been defined in multiple ways to inform how we think about students and their developing STEM literacy. Bybee ([<reflink idref="bib13" id="ref16">13</reflink>]) defines STEM literacy as the "conceptual understandings and procedural skills and abilities for individuals to address STEM-related personal, social, and global issues" (p. 31). Zollman ([<reflink idref="bib76" id="ref17">76</reflink>]) builds upon this definition to include cognitive, affective, and psychomotor domains. STEM literacy has also been described as an individual's ability to apply an understanding of how the world works within and across the four interrelated domains with a focus on integrating the domains (National Governor's Association, 2007). Similarly, the National Research Council ([<reflink idref="bib53" id="ref18">53</reflink>]) describes STEM literacy as "...the knowledge and understanding of scientific and mathematical concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity for all students" (p. 5). STEM literacy is the ability to apply concepts from science, technology, engineering, and mathematics to solve problems that cannot be solved using a single discipline. For this paper, we utilize the definition given by Mohr-Schroeder et al. ([<reflink idref="bib49" id="ref19">49</reflink>]), which states, "STEM Literacy is the dynamic process and ability to apply, question, collaborate, appreciate, engage, persist, and understand the utility of STEM concepts and skills to provide solutions for STEM-related personal, societal, and global challenges that cannot be solved using a single discipline" (p. 33).</p> <p>When examining STEM frameworks, it was essential to explore the focus of each framework to determine the lens that most aligned with the intent of this research, to determine how primary picture books represent STEM, and to include all participants through their storylines. While some STEM education frameworks focused on the general integration of the disciplines (e.g., Honey, [<reflink idref="bib36" id="ref20">36</reflink>]; Kelly & Knowles, [<reflink idref="bib40" id="ref21">40</reflink>]; Tan et al., [<reflink idref="bib67" id="ref22">67</reflink>]; Yata et al., [<reflink idref="bib74" id="ref23">74</reflink>]), others focused on the preparation of teachers and workforce development (Lee & Nason, [<reflink idref="bib43" id="ref24">43</reflink>]; Reider et al., [<reflink idref="bib62" id="ref25">62</reflink>]), one on equity and access (Bush & Cook, [<reflink idref="bib10" id="ref26">10</reflink>]), two focused on a teaching model (Falloon, [<reflink idref="bib30" id="ref27">30</reflink>]; Quigley et al., [<reflink idref="bib60" id="ref28">60</reflink>]), and one focused on students with identified disabilities (Hwang & Taylor, [<reflink idref="bib37" id="ref29">37</reflink>]).</p> <p>Many factors influence the development of an individual's STEM literacy. These include learning opportunities, a sense of belonging in STEM, long-standing and deeply rooted cultural stereotypes centered around STEM, and how integrated STEM and STEM literacy are defined (Mohr-Schroeder et al., [<reflink idref="bib49" id="ref30">49</reflink>]). However, STEM literacy is a continuum, so there is never an end to the learning that can occur. Research by Crisp et al. ([<reflink idref="bib24" id="ref31">24</reflink>]) indicates that picture books are a powerful tool for children to gain cultural awareness and appreciation. Similarly, Libnoch and Ridley ([<reflink idref="bib44" id="ref32">44</reflink>]) asserted that picture books can promote positive representations of ethnic minorities and encourage understanding of diverse people and places when teachers intentionally choose literature.</p> <p>Historically excluded students from STEM learning and engagement in STEM careers, such as minority students, need opportunities to experience success and inclusion in STEM. Bian et al. ([<reflink idref="bib6" id="ref33">6</reflink>]) argue that a brilliance bias exists against females in STEM fields as they are less likely to be considered intelligent than males. Similarly, Schunk and Meece ([<reflink idref="bib64" id="ref34">64</reflink>]) argue that cultural stereotypes portray minoritized groups as "less skilled and academically oriented than white men, especially about mathematics, science, and technology (p. 78). This paper used the Equity-oriented STEM Literacy Framework (Jackson et al., [<reflink idref="bib38" id="ref35">38</reflink>]) to examine how early childhood books are represented. It included those often invisible and marginalized within STEM storylines. This framework is illustrated in Fig. 1.</p> <p>Graph: Fig. 1 Equity-oriented conceptual framework (Jackson et al., [<reflink idref="bib38" id="ref36">38</reflink>])</p> <hd id="AN0185036411-3">Opportunity and Access</hd> <p>All students deserve access to quality STEM learning experiences, which is why opportunity and access are a central part of the STEM equity-oriented framework. Students need opportunities to apply discipline content and practices to solve authentic, real-world problems in ways that address grade-level standards through rigorous learning opportunities (Bush & Cook, [<reflink idref="bib10" id="ref37">10</reflink>]; NCSM & NCTM, [<reflink idref="bib55" id="ref38">55</reflink>]). This involves ensuring all students have a voice, can share ideas, and are challenged to engage in STEM learning experiences.</p> <hd id="AN0185036411-4">Critical Thinking and Problem Solving</hd> <p>STEM literacy is centered around problem-solving and critical-thinking skills, especially in an equity-oriented classroom. The standards for mathematical practice (CCSSM, [<reflink idref="bib52" id="ref39">52</reflink>]) and the science and engineering practices (NGSS Lead States, [<reflink idref="bib56" id="ref40">56</reflink>]) also help the focus remain on these essential skills when involved in STEM learning. Critical thinking and problem-solving also encourage students to be empowered to make sense of situations and use their innate problem-solving skills. When students are told or shown, rather than leading the problem-solving in examining STEM principles, their opportunities to become doers of STEM are inhibited.</p> <hd id="AN0185036411-5">Utility and Applicability</hd> <p>Solving complex, authentic, real-world problems meaningfully is central to effective STEM learning environments. Students visualizing and seeing the utility and applicability of the solutions to complex problems make the STEM learning experiences meaningful for learners. This explains why it is an important element in the STEM equity-oriented framework. Utility and applicability help learners see how STEM learning relates to the real world and how the skills associated with STEM areas help address real-world issues. For example, STEM challenges that currently connect to community issues, artificial intelligence, or learners' interests allow learners to see meaning in the content and how it connects to their interests and needs.</p> <hd id="AN0185036411-6">Empathy</hd> <p>Empathy could bridge students who have encountered real or perceived barriers to STEM to positive STEM experiences (e.g., Bush et al., [<reflink idref="bib11" id="ref41">11</reflink>]; Bush & Cook, [<reflink idref="bib10" id="ref42">10</reflink>]; Edelen et al., [<reflink idref="bib29" id="ref43">29</reflink>]; Maiorca et al., [<reflink idref="bib46" id="ref44">46</reflink>]). One study found that integrated STE(A)M inquiries are of different quality. Those that engaged learners in empathetic problem-solving and reasoning provided the most opportunity for transformative learning for learners (Bush et al., [<reflink idref="bib11" id="ref45">11</reflink>]). In another study, empathy was found to have real potential to impact students' interest in STEM careers (Maiorca et al., [<reflink idref="bib46" id="ref46">46</reflink>]). Some examples of empathy-driven inquiries include designing a coat for a kind giant living in harsh weather (Owen et al., [<reflink idref="bib57" id="ref47">57</reflink>]), creating a prosthetic for a local kindergartener in need (Bush et al., [<reflink idref="bib12" id="ref48">12</reflink>]), and exploring tiny homes as a solution for homelessness (Edelen et al., [<reflink idref="bib29" id="ref49">29</reflink>]). Empathy fits within multiple components of the framework, including the utility and applicability of STEM and, ultimately, societal change agents. Still, it provides a purpose and meaning to the learning experiences.</p> <hd id="AN0185036411-7">STEM Dispositions</hd> <p>STEM dispositions are one's interest in, attitude toward, and motivation in STEM. Students must have opportunities to explore STEM in various learning environments to increase their interest, motivation, engagement, and achievement in STEM (National Academy of Engineering and National Research Council, [<reflink idref="bib51" id="ref50">51</reflink>]). With positive STEM experiences that meet other aspects of the STEM equity-oriented framework, students' dispositions (attitudes and motivations) towards STEM can become more positive, and students can be empowered to engage in further experiences.</p> <hd id="AN0185036411-8">STEM Identity Development</hd> <p>Identity development is a crossroads and foundation for people (Capobianco et al., [<reflink idref="bib14" id="ref51">14</reflink>]; Martin, [<reflink idref="bib47" id="ref52">47</reflink>]; Zavala, [<reflink idref="bib75" id="ref53">75</reflink>]; Carlone & Johnson, [<reflink idref="bib15" id="ref54">15</reflink>]), being influenced by the community, friends, parents, and peers (Martin, [<reflink idref="bib47" id="ref55">47</reflink>]; Berry, [<reflink idref="bib5" id="ref56">5</reflink>]; Carlone & Jonson, [<reflink idref="bib15" id="ref57">15</reflink>]), and seeing the utility and application of the subject matter to self (Martin, [<reflink idref="bib47" id="ref58">47</reflink>]; Capobianco et al., [<reflink idref="bib14" id="ref59">14</reflink>]). Many learners experience barriers to forming positive STEM identities due to a lack of representation, negative experiences, and other walls that often prevent access. Minoritized students are less likely to see themselves as scientists and mathematicians. They frequently feel like they do not belong in the STEM community (Coxon et al., [<reflink idref="bib22" id="ref60">22</reflink>]; Vincent-Ruz & Schunn, [<reflink idref="bib73" id="ref61">73</reflink>]). However, the learning environments that affirm and encourage students' identities are critical in promoting positive STEM identities, particularly for minoritized populations (Jong et al., [<reflink idref="bib39" id="ref62">39</reflink>]).</p> <hd id="AN0185036411-9">Empowerment</hd> <p>The instruction and the education learners experience in STEM learning environments empower them and positively influence long-term connection to the field of STEM (Fortus & Vedder-Weiss, [<reflink idref="bib31" id="ref63">31</reflink>]; Vedder-Weiss & Fortus, [<reflink idref="bib72" id="ref64">72</reflink>]). Through actively solving challenges in many inquiry-based experiences, learners pose questions and engage in problem-solving to develop a solution (Chittum et al., [<reflink idref="bib17" id="ref65">17</reflink>]; Guzey et al., [<reflink idref="bib34" id="ref66">34</reflink>]; Knezek et al., [<reflink idref="bib41" id="ref67">41</reflink>]). Learners are empowered to be change agents through these real-world, hands-on problems (Christensen et al., [<reflink idref="bib18" id="ref68">18</reflink>]; Gilliam et al., [<reflink idref="bib32" id="ref69">32</reflink>]; Guzey et al., [<reflink idref="bib34" id="ref70">34</reflink>]; Knezek et al., [<reflink idref="bib41" id="ref71">41</reflink>]). Furthermore, the activities were entertaining, connected to their interests, enjoyable, and demonstrated the utility of STEM for simultaneously making real-world change and learning (Chittum et al., [<reflink idref="bib17" id="ref72">17</reflink>]; VanMeter-Adams et al., [<reflink idref="bib70" id="ref73">70</reflink>]).</p> <p>STEM is everywhere; learners should see the connection to their everyday lives. This is further intensified through incorporating culturally relevant pedagogy (Coleman, [<reflink idref="bib20" id="ref74">20</reflink>]). Lastly, minoritized learners can be empowered through connections with mentors and STEM professionals. Mentors and STEM professionals act as role models and help orient students to college and STEM career options they might consider (Gilliam et al., [<reflink idref="bib32" id="ref75">32</reflink>]). Previous research suggests that role models are relatable; they have backgrounds, interests, and passions similar to the students' (Aish et al., [<reflink idref="bib1" id="ref76">1</reflink>]). Aish et al. ([<reflink idref="bib1" id="ref77">1</reflink>]) suggest that providing minoritized students with diverse role models representing similar backgrounds and paths to success in STEM may empower students to pursue and persist in STEM.</p> <p>This study examined early childhood (grades preK-2) picture books as a curricular resource for early childhood STEM experiences. It explored how various picture books aligned or did not align with the equity-oriented STEM framework in order to explore ways that current aspects of the primary STEM curriculum can send messages about STEM education and contribute or disrupt efforts to provide equitable experiences for all.</p> <hd id="AN0185036411-10">Promoting STEM Literacy and Equity with Picture Books</hd> <p>Picture books can connect learners to various people, places, content, and experiences. STEM content can be attached to real-world experiences and things learners value through picture books' stories. Through these stories, there is potential to experience things impossible in the classroom and provide multiple connections, role models, and diverse representation (Dorie & Cardella, [<reflink idref="bib26" id="ref78">26</reflink>]). Picture books offer a valuable tool for integrating STEM concepts into early childhood classrooms and introducing learners to critical concepts (Dubosarsky, [<reflink idref="bib27" id="ref79">27</reflink>]; Pantoya et al., [<reflink idref="bib58" id="ref80">58</reflink>]; Tank et al., [<reflink idref="bib68" id="ref81">68</reflink>]). However, only a few studies have examined STEM-related experiences in picture books for primary graders (Dorie & Cardella, [<reflink idref="bib26" id="ref82">26</reflink>]). Out of 4800 books Holbrook et al. ([<reflink idref="bib35" id="ref83">35</reflink>]) identified, only 71 specifically focused on engineering and science. In addition to the lack of integrated STEM books, Holbrook found that the main characters were primarily represented as men, and many worked in construction or with large machines. This indicates a need for more varied representations of individual characters and how STEM is seen in the real world. Students need to visit their identities and interests in the literature they read and see new possibilities and perspectives.</p> <p>Readers can experience picture books as windows, mirrors, or sliding glass doors (Bishop, [<reflink idref="bib8" id="ref84">8</reflink>]). Mirrors help readers see themselves. Mirrors can help traditionally marginalized and excluded students view characters who highlight that they belong in the experiences and content of the story, which highlights the possibilities (Vaughn et al., [<reflink idref="bib71" id="ref85">71</reflink>]). Windows help them experience the realities of others, and sometimes, these windows can transform into sliding doors, which reflect how readers can become part of another world or perspective that an author creates. Elementary teachers must be equipped with the tools to select quality picture books that support the inclusion of all learners in the content being learned. It is essential for teachers to provide opportunities for all learners to see STEM as a place they belong and can be successful. Picture books can create this connection (Sotirovska & Kelly, [<reflink idref="bib66" id="ref86">66</reflink>]) and serve as a starting point for exploring the content and STEM practices. Because of the potential of picture books to catalyze change in STEM perceptions among young learners, we sought to examine how primary grade (k-2) STEM picture books connect to an equity-oriented STEM literacy framework, which could indicate their potential use for promoting equitable STEM educational experiences. The research questions were:</p> <p></p> <ulist> <item> How do primary STEM picture books align with the STEM equity-oriented framework?</item> <p></p> <item> What aspects of the STEM equity-oriented framework should be present in primary picture books concerning STEM topics?</item> </ulist> <hd id="AN0185036411-11">Picture Book Criteria</hd> <p>Picture books are essential to early literacy instruction and are widely used by early childhood educators and caregivers in shared reading (Caswell & Duke, [<reflink idref="bib16" id="ref87">16</reflink>]). In addition, picture books provide opportunities for learners to experience content and connections beyond their current environment. Caldecott's criteria state that picture books offer children a visual experience and collective unity of storyline, theme, or concept developed through a series of pictures that comprise the book. The book respects children's understanding, abilities, and appreciation (Smith, [<reflink idref="bib65" id="ref88">65</reflink>]). High-quality picture books can support learning for students often underrepresented in picture books. These books provide a learning tool for children to see themselves represented in STEM.</p> <p>STEM education is an ever-evolving area because the knowledge base constantly changes and grows. When analyzing resources, literature must be up-to-date and relevant. For this reason, we confined our search to children's picture books published between 2011 and 2021. In addition to these factors, we used the following criteria to finalize our selection: The picture book should contain 32 pages or less and the word count should be less than 2000 words (Chua & Rajaratnam, [<reflink idref="bib19" id="ref89">19</reflink>]); the text and illustrations should complement each other (visual depth and content to word representation) working together to seamlessly enhance the storytelling (Penguin Random House, [<reflink idref="bib59" id="ref90">59</reflink>]) and the picture book should effectively introduce and explain STEM concepts appropriate for the target age group. This process is outlined in Fig. 2.</p> <p>Graph: Fig. 2 Search criteria and process</p> <hd id="AN0185036411-12">Methods</hd> <p>Priori discourse analysis methods (Krippendorff, [<reflink idref="bib42" id="ref91">42</reflink>]) were used to analyze the books from the lens of the Equity-Oriented Framework (Jackson et al., [<reflink idref="bib38" id="ref92">38</reflink>]). The first phase of our methods was gathering books to analyze. The second phase was studying the books in the collection using the primary STEM picture book criteria described above. Books that didn't meet these requirements were eliminated. The third phase included an analysis of the remaining book for alignment with the STEM Equity Framework developed by Jackson et al. ([<reflink idref="bib38" id="ref93">38</reflink>]). Utilizing the categorical descriptions outlined in the Equity-Oriented Framework (Jackson et al., [<reflink idref="bib38" id="ref94">38</reflink>]) and subsequent publications (Bush et al., [<reflink idref="bib9" id="ref95">9</reflink>]; Edelen et al., [<reflink idref="bib28" id="ref96">28</reflink>]; Jackson et al., [<reflink idref="bib38" id="ref97">38</reflink>]; Maiorca et al., [<reflink idref="bib45" id="ref98">45</reflink>]), the researchers developed a rubric for evaluating primary STEM picture books.</p> <p>Both researchers independently conducted each analysis phase for validity purposes, from evaluating picture book criteria to applying the Equity-oriented STEM Literacy Framework (Jackson et al., [<reflink idref="bib38" id="ref99">38</reflink>]). Subsequently, they convened to discuss the results and achieve consensus, following the approach recommended by Graneheim and Lundman ([<reflink idref="bib33" id="ref100">33</reflink>]). This approach contributes to triangulation in confirming results (Rolfe, [<reflink idref="bib63" id="ref101">63</reflink>]).</p> <hd id="AN0185036411-13">Analyzing Picture Books: Criteria Evaluation</hd> <p>Before primary picture books could be analyzed for their alignment to the STEM Equity Framework, we had to search for primary picture books that matched the criteria of being a "primary picture book." We defined primary as prekindergarten (pre-K) through second grade. To identify primary pre-K through second-grade age-appropriate STEM picture books, we conducted seven different Boolean searches using the Google search engine and the key terms: 1) STEM, pre-K-2, picture books 2) STEM, K-2, trade books 3) STEM, children's picture books 4) STEM, trade books, K-2 5) NSTA's best STEM book lists 6) NSTA's Picture Perfect STEM pre-K-2 Assembled Book Collection 7) Picture books STEM Early Childhood. Given the researchers' language constraints, the selection was restricted to English-language books. Furthermore, publications between 2011 and 2021 were considered. The initial search yielded 118 titles. After consulting online resources for reading levels and age appropriateness, six books were excluded from the initial pool due to their lack of alignment with primary grades. These books were more suitable for grades three through six rather than primary grades.</p> <p>One hundred and twelve primary books were identified. Therefore, the next analysis phase included criteria evaluation, eliminating books that did not fit the criteria to be considered picture books that addressed STEM topics. The criteria used for a STEM picture book included: The book should contain 32 pages or less; the word count should be less than 2000 (Chua & Rajaratnam, [<reflink idref="bib19" id="ref102">19</reflink>]); the text and illustrations should complement each other (visual depth and content to word representation) working together to seamlessly enhance the storytelling (Penguin Random House, [<reflink idref="bib59" id="ref103">59</reflink>]) and the picture book should effectively introduce and explain STEM concepts appropriate for the target age group.</p> <p>Our initial examination included reviewing publisher information, such as the number of pages, storyline summaries, sample pages, and word counts. If publisher information could not be found, books were located at the public library, or we purchased specific titles for review. During this process, we eliminated all books with more than 32 pages or a higher than 2000-word count. This process eliminated 57 books in phase one.</p> <p>The second phase eliminated books based on picture book criteria. The text and illustrations should complement each other (visual depth and content to word representation) and seamlessly enhance the storytelling (Penguin Random House, [<reflink idref="bib59" id="ref104">59</reflink>]). We reviewed the remaining books (<emph>N</emph> = 55) using STEM criteria. We purchased the remaining books because we were doing an in-depth analysis of the picture books. Using the requirements: the text and illustrations should complement each other (visual depth and content to word representation), working together to seamlessly enhance the storytelling (Penguin Random House, [<reflink idref="bib59" id="ref105">59</reflink>]); three books were eliminated because while they contained science or math concepts, they were not integrated with a real-world concept or easily connected to a second subject, as STEM dictates. This brought the remaining books (<emph>N</emph> = 47) picture books.</p> <p>The remaining books were evaluated using the Equity-oriented STEM Literacy Framework (Jackson et al., [<reflink idref="bib38" id="ref106">38</reflink>]). During the equity framework review, we worked independently and then came together to discuss findings and conflicting decisions. There were only three disagreements between researchers, which shows an agreement rate of 98.2%. These three instances happened in phase four, and discussions clarified that the three picture books should be eliminated; this final phase reduced the total number of primary STEM picture books to 25.</p> <hd id="AN0185036411-14">Picture Books Analysis: Equity-Oriented STEM Framework</hd> <p>Using a priori analysis (Bingham & Witkowsky, [<reflink idref="bib7" id="ref107">7</reflink>]; Crabtree & Miller, [<reflink idref="bib23" id="ref108">23</reflink>]), the remaining 25 picture books were examined deductively for alignment with the six critical dimensions from the Equity-oriented STEM Literacy Framework (Jackson et al., [<reflink idref="bib38" id="ref109">38</reflink>]) as a priori codes. The researchers created a rubric based on the framework's category descriptions to analyze the books. We utilized a spreadsheet and a three-point scale for each dimension of the Equity-oriented STEM Literacy Framework: empathy, dispositions, STEM identity development, empowerment, critical thinking, utility, and applicability (Jackson et al., [<reflink idref="bib38" id="ref110">38</reflink>]). A descriptor for the point value was determined and used in the analysis of each book (see Table 1). Not all categories had a 3-point value. For example, the stories either involved problem-solving and critical thinking or they did not. In these instances, 3 points were awarded if they did, and 1 point was awarded if it did not. Investigators met to discuss the point value table and developed a mutual understanding of scoring a STEM picture book. Then, we analyzed the books separately using the point values shown in Table 1 and added the values to the table analysis. The two tables were compared for interrater reliability. After completing both coding sets using the intercoder agreement (Miles & Huberman, [<reflink idref="bib48" id="ref111">48</reflink>]), we compared the final coding to determine and discuss any coding differences. We reached a final agreement on the code based on discussion, which was found to be 96.7%.</p> <p>Table 1 Rubric for scoring books using the STEM Equity Framework</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Categories</p></th><th align="left"><p>1</p></th><th align="left"><p>2</p></th><th align="left"><p>3</p></th></tr></thead><tbody><tr><td align="left"><p>Empathy</p></td><td align="left"><p>There is no evidence of empathy.</p></td><td align="left"><p>Onlookers are empathetic, or the situation/ struggle may cause the reader to empathize with the characters.</p></td><td align="left"><p>Empathy for others is central to the story and characters.</p></td></tr><tr><td align="left"><p>Dispositions</p></td><td align="left"><p>Not designed to improve one's attitude, interest, & motivation towards STEM.</p></td><td align="left"><p>N/A (No middle ground was demonstrated for this category).</p></td><td align="left"><p>Potential to improve attitude toward, interest in or motivation towards STEM.</p></td></tr><tr><td align="left"><p>STEM Identity Development</p></td><td align="left"><p>Typical white male or not relatable to any listener.</p></td><td align="left"><p>N/A (No middle ground was demonstrated for this category).</p></td><td align="left"><p>Represents a group predominantly underrepresented in STEM fields.</p></td></tr><tr><td align="left"><p>Empowerment</p></td><td align="left"><p>The main character doesn't gain anything that wasn't already present and doesn't solve a problem.</p></td><td align="left"><p>N/A (No middle ground was demonstrated for this category).</p></td><td align="left"><p>Solves problems or improves a situation and gains power, strength, or confidence from the experience.</p></td></tr><tr><td align="left"><p>Critical Thinking/ Problem Solving</p></td><td align="left"><p>No critical thinking</p></td><td align="left"><p>N/A (No middle ground was demonstrated for this category).</p></td><td align="left"><p>Involves critical thinking or problem solving.</p></td></tr><tr><td align="left"><p>Utility and Applicability</p></td><td align="left"><p>There is no usefulness to life beyond the storyline.</p></td><td align="left"><p>Usefulness for priorities and interests of young children, but not beyond their world to real life</p></td><td align="left"><p>Demonstrates how STEM characters can apply STEM skills to solve complex problems.</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0185036411-15">Results</hd> <p>Analyzing dimensions of the Equity-oriented STEM Literacy Framework (Jackson et al., [<reflink idref="bib38" id="ref112">38</reflink>]) illuminated areas of strength and areas of need in primary STEM picture books. The dimensions of empathy, dispositions, STEM identity development, empowerment, critical thinking, utility, and applicability. Each area was evaluated on a scale from one to three, with three demonstrating the ideal version of that area and one meaning it was lacking.</p> <hd id="AN0185036411-16">Empathy</hd> <p>When analyzing picture books for instances of empathy, the analysis revealed a limited focus, with only two books showcasing characters driven by empathy, which was needed to score a three on the rubric. Notably, Izzy Gizmo (Jones, [<reflink idref="bib84" id="ref113">84</reflink>]) demonstrated empathy toward a bird, while Rosie Revere Engineer (Beaty, [<reflink idref="bib78" id="ref114">78</reflink>]) depicted empathy for a family member, infusing purpose into the STEM processes portrayed in the narrative. Conversely, seven books featured storylines that skillfully guided readers to empathize with various situations, other characters, or the main protagonist, which warranted a two. For instance, onlookers empathize with the struggle portrayed in The Most Magnificent Thing (Spires, [<reflink idref="bib88" id="ref115">88</reflink>]). The main character tries to make something, becomes frustrated, and wants to give up. The character's dog empathizes, supports, and encourages the main character. Despite these instances, the overall mean score for empathy across the 25 books was 1.44 out of 3. With a range of 1–3, this indicates that less than half (48%) of the points possible for books addressing empathy were earned. This suggests the need to enhance the emphasis on empathy within the selected texts.</p> <hd id="AN0185036411-17">Dispositions</hd> <p>We found 72% (18 out of 25) of the picture books examined feature storylines that effectively highlight and elucidate productive STEM dispositions. For instance, The Most Magnificent Thing (Spires, [<reflink idref="bib88" id="ref116">88</reflink>]) portrays the frustration inherent in the process but underscores the significance of persistence, learning from mistakes, and building on experiences. A parallel narrative is found in When I Build with Blocks (Alling, [<reflink idref="bib77" id="ref117">77</reflink>]). In contrast, seven books within the sample did not prioritize the enhancement of STEM dispositions and received a base score of one. The average score for dispositions across the set of books was 2.44 out of 3, indicating a generally high emphasis on fostering positive STEM attitudes and behaviors.</p> <hd id="AN0185036411-18">STEM identity development</hd> <p>The average score for STEM identity development among the analyzed picture books was 2.08 out of 3, which does show some attention towards creating a space where diverse students see themselves in STEM. Notably, only seven books featured a main character who was a person of color. A majority, comprising thirteen books, portrayed a white female as the lead character. However, within this majority, one intentionally depicted a culturally ambiguous female character with freckles and blue eyes but a skin tone and hairstyle that remained culturally vague (Lovell, [<reflink idref="bib85" id="ref118">85</reflink>]). Additionally, four books spotlighted a white male (Mayer, [<reflink idref="bib86" id="ref119">86</reflink>]; Tougas, [<reflink idref="bib89" id="ref120">89</reflink>]; Van Dusen, [<reflink idref="bib90" id="ref121">90</reflink>]; Yolen & Sheban, [<reflink idref="bib91" id="ref122">91</reflink>]), while one book featured a main character that was a gender/culturally neutral animal (Harris, [<reflink idref="bib82" id="ref123">82</reflink>]). However, there was no representation of gender-fluid or nonbinary individuals, and all characters, except for animals, were classified as male or female. While there was some representation of characters of color, only 31% of the books featured main characters who were characters of color. Notably, there was a lack of representation of Asian and American Indigenous characters. Although one book introduced a culturally ambiguous character, the character's representation remained open to interpretation, allowing readers to perceive the character as white, black, or biracial. The absence of diverse ethnicities and cultures in STEM books limits learners' ability to see themselves and others as belonging to STEM.</p> <hd id="AN0185036411-19">Empowerment</hd> <p>Empowerment was a prevalent theme in most picture books, with 88% (22 out of 25) featuring storylines that portrayed empowerment for the main character. Despite encountering challenges, these characters discovered their ability to solve, create, or resolve the struggles they faced. An illustrative example is Marsha is Magnetic (Ferry, [<reflink idref="bib80" id="ref124">80</reflink>]), which depicts a girl overcoming friendship challenges using engineering design principles, navigating struggles, and ultimately achieving success. In contrast, only 12% (3 out of 25) of the books lacked an empowerment storyline. For instance, Meet the Gears, a Family of Engineers (Riggs, [<reflink idref="bib87" id="ref125">87</reflink>]) focused on engineers but did not highlight the empowerment of the main characters. The overall mean score for empowerment was 2.76 out of 3 points, underscoring the strong emphasis on portraying characters as empowered within the collection of picture books.</p> <hd id="AN0185036411-20">Critical thinking</hd> <p>Critical thinking and problem-solving were central to the narratives of most picture books, with 88% (22 out of 25) featuring main characters engaged in these cognitive processes. These characters demonstrated problem-solving skills and critical thinking throughout their respective stories. For instance, in Meet the Gears, a Family of Engineers (Riggs, [<reflink idref="bib87" id="ref126">87</reflink>]), while the book focused on engineers, the storyline did not involve the family solving problems or engaging in critical thinking. Only three books, constituting 12% of the total, did not incorporate critical thinking and problem-solving by their main characters. The overall mean score for critical thinking among the picture books was 2.76 out of 3, indicating a solid emphasis on portraying characters as actively engaged in these cognitive processes.</p> <hd id="AN0185036411-21">Utility and applicability</hd> <p>Notably, there was nearly an even split between books highlighting the utility and applicability of STEM (11 books) and those needing to address this aspect (10 books). This particular area generated extensive discussion among the researchers. For instance, What to Do with a Box (Yolen & Sheban, [<reflink idref="bib91" id="ref127">91</reflink>]) presented creative ideas for playing with a box. Still, these concepts were not readily applicable to STEM situations beyond the specific context of the book, similar to Always Looking Up (Gehl, [<reflink idref="bib81" id="ref128">81</reflink>]). Conversely, Be a Maker (Howes, [<reflink idref="bib83" id="ref129">83</reflink>]) and Human-Computer: Mary Jackson (Diehn, [<reflink idref="bib79" id="ref130">79</reflink>]) illustrated how STEM concepts could be helpful beyond the book scenarios. There were four books that, while possibly aligning with the interests of young readers, needed a more precise application or usefulness in the real world. The average point value for this category was 2.04 out of 3, suggesting a moderate emphasis on illustrating the real-world applications of STEM concepts across the selection of books.</p> <p>Empathy had the lowest mean score, indicating an absence of empathy in children's picture books related to STEM (see Table 2). Bush et al. ([<reflink idref="bib12" id="ref131">12</reflink>]) indicated that while students find empathy to be an important factor in motivation and connection to STEM learning and identity, teachers and preservice teachers don't always recognize the importance of this aspect in picture books. This finding indicates the need for more emphasis on empathy embedded in the visual depths and context of the picture book. Analysis of the STEM picture books revealed that they consistently exhibited strong themes of empowerment (2.76 mean), encouraging children to explore, question, and take charge of their learning. Additionally, these books often promoted critical thinking skills (2.76 means) by presenting challenging problems or scenarios for the characters to solve, engaging readers in higher-order thinking processes. Empowerment and critical thinking were the highest-scoring dimensions in analyzing the STEM picture books.</p> <p>Table 2 STEM equity-oriented framework priori mean scores</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Category</p></th><th align="left"><p>Mean score</p></th></tr></thead><tbody><tr><td align="left"><p>Empathy</p></td><td char="." align="char"><p>1.44</p></td></tr><tr><td align="left"><p>Disposition</p></td><td char="." align="char"><p>2.44</p></td></tr><tr><td align="left"><p>STEM Identity</p></td><td char="." align="char"><p>2.08</p></td></tr><tr><td align="left"><p>Empowerment</p></td><td char="." align="char"><p>2.76</p></td></tr><tr><td align="left"><p>Critical Thinking</p></td><td char="." align="char"><p>2.76</p></td></tr><tr><td align="left"><p>Utility</p></td><td char="." align="char"><p>2.04</p></td></tr></tbody></table> </ephtml> </p> <p>The mean scores for Disposition (2.44 mean), STEM identity (2.08 mean), and Utility (2.04 mean) were average to low.</p> <hd id="AN0185036411-22">Discussion</hd> <p>The primary STEM picture books under examination featured empowerment and critical thinking themes. Dispositions were the third highest category. These elements in the STEM Equity Oriented Framework appear to be consistently messaged in primary STEM picture books. While the prevalence of these traits in STEM literature is positive, it is crucial to recognize that unlike fixed characteristics such as gender and race, which contribute to STEM identity development, traits like empowerment, critical thinking, and dispositions can be cultivated or changed (Bian et al., [<reflink idref="bib6" id="ref132">6</reflink>]; Coxon et al., [<reflink idref="bib22" id="ref133">22</reflink>]; Schunk & Meece, [<reflink idref="bib64" id="ref134">64</reflink>]). These fixed traits have been identified in the literature as exclusionary for many individuals in their sense of belonging in STEM. In the realm of STEM identity development, the findings revealed some unexpected patterns. Most books examined featured female main characters, with 73% of the books reviewed falling into this category.</p> <p>Positive STEM experiences can empower students to explore STEM content further. Identity development and seeing the utility and application to self (Martin, [<reflink idref="bib47" id="ref135">47</reflink>]; Capobianco et al., [<reflink idref="bib14" id="ref136">14</reflink>]) is often a barrier to forming a positive STEM experience. The mean scores for STEM identity (2.08 mean) and Utility (2.04 mean) were the fourth and fifth lowest scores out of the six categories. The lack of emphasis on identity development and utility, as defined by the framework, within primary STEM picture books could be a factor that impacts how minority students see themselves in STEM and beyond because picture books play an important role in how students understand culture, society, and the world around them (Crisp et al., [<reflink idref="bib24" id="ref137">24</reflink>]; Libnoch & Ridley, [<reflink idref="bib44" id="ref138">44</reflink>]).</p> <p>Surprisingly, empathy emerged as the least illuminated trait in the picture books across all categories. While connecting STEM to improving the lives of others seems like a natural storyline for primary-grade picture books, it should have been addressed in the literature. Despite being essential for young STEM learners, the importance of empathy must be consistently identified by preservice teachers in their planning. This raises concerns, emphasizing the need for curriculum resources that support teachers in incorporating scenarios promoting empathy into STEM learning situations (Bush et al., [<reflink idref="bib11" id="ref139">11</reflink>]; Bush & Cook, [<reflink idref="bib10" id="ref140">10</reflink>]; Maiorca et al., [<reflink idref="bib46" id="ref141">46</reflink>]). Addressing this gap is crucial for fostering a holistic understanding of STEM education, including technical skills, empathy, and a broader sense of social responsibility.</p> <p>This study uniquely utilized the STEM equity framework (Jackson et al., [<reflink idref="bib38" id="ref142">38</reflink>]). Rather than examining STEM programs in general, the framework was used to investigate STEM picture books. This narrow focus helps examine one aspect of the educational experience and how it aligns with important aspects to ensure equitable experiences for learners. Findings highlight the need for primary STEM picture books that explicitly represent specific underrepresented groups. Furthermore, there is a call for storytelling that provides more explicit examples of STEM applications in problem-solving scenarios, where characters demonstrate empathy towards situations or others. The ultimate impact on learners heavily depends on how teachers utilize these books, as it significantly influences which elements are emphasized. However, the availability of books aligned with the Equity-oriented STEM framework (Jackson et al., [<reflink idref="bib38" id="ref143">38</reflink>]) can serve as a valuable tool, aiding teachers in fostering access and cultivating a sense of belonging in STEM for all learners.</p> <hd id="AN0185036411-23">Declarations</hd> <p></p> <hd id="AN0185036411-24">Competing Interests</hd> <p>The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.</p> <hd id="AN0185036411-25">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0185036411-26"> <title> References </title> <blist> <bibl id="bib1" idref="ref76" type="bt">1</bibl> <bibtext> Aish, N, Asare, P, & Miskioglu, E. E. (2018). 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  Data: Breaking Barriers: Utilizing a STEM Equity Framework for Analyzing Primary Picture Books
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  Data: <searchLink fieldCode="AR" term="%22Victoria+Cardullo%22">Victoria Cardullo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1669-4994">0000-0003-1669-4994</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+Burton%22">Megan Burton</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7643-1814">0000-0002-7643-1814</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Education+Journal%22"><i>Early Childhood Education Journal</i></searchLink>. 2025 53(5):1681-1692.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+Books%22">Picture Books</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Literature%22">Childrens Literature</searchLink>
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  Data: 10.1007/s10643-024-01708-7
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  Data: 1082-3301<br />1573-1707
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  Data: This article explores integrating a STEM equity framework in analyzing primary picture books, focusing on providing equitable access to high-quality STEM learning experiences for all students. It delves into the multifaceted nature of STEM literacy, emphasizing critical thinking, problem-solving, utility, applicability, empathy, STEM dispositions, identity development, and empowerment. The article explicitly addresses the historical exclusion of minoritized students from STEM learning and careers and proposes an Equity-Oriented STEM Literacy Framework. The study examines the criteria for selecting children's picture books published between 2011 and 2021 that contribute to early STEM literacy and representation. The overarching goal is to promote inclusivity, diversity, and equity in STEM education, fostering a dynamic and accessible learning environment for all students.
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