What Does STEM Identity Look Like in Picture Books for Young Children?

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Centering Children's Agency to Uplift Community Knowledge and Solutions (Table 3)

Abstract

This study aims to investigate the (under)representation and messaging in recommended STEM picture books for young children through a critical content analysis of the fictional picture books with STEM content. The analysis of this study focuses on the representation of STEM identity across the following four aspects: competence, performance, recognition, and cultural contexts of the main characters. The findings indicate that these books can model STEM competencies and self- and social recognition. However, this study also highlights a lack of cultural specificity and inclusivity in the representation of STEM identities. These findings can offer insights for teachers and parents in selecting and using appropriate STEM books to support children’s STEM identity development.

Authors

• Soo Won Shim, Illinois State University

• Sung Eun Jung, University of Arizona

• Xiaoying Zhao, Illinois State University