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 |
| 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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| 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. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01708-7 |
