Everyday Science and Gendered Practices in Latine Families of Young Children (Poster 3)

• In Event: AERA Poster Session Friday 3:45pm
  In Invited Poster Session: 2026 AERA Undergraduate Fellows Research Poster Fair

Abstract

STEM education is increasingly recognized as an important foundation for children’s academic and life success, yet women and Latine individuals remain underrepresented in STEM fields and careers. Family interactions during early childhood are an important factor that promotes children’s science curiosity, positive science attitudes, and scientific thinking. This study explores the naturally occurring science interactions at the unique intersection of culture and gender. Participants were 77 female Latine caregivers from a low-income community in New York City. Caregivers were interviewed using a semi-structured protocol to document their everyday practices supporting early science learning. Interviews were coded with codes generated through inductive and deductive approaches. The final list of codes included science practices (i.e., ways of doing or talking that support science learning, such as asking questions, making observations and predictions), topics (e.g., physical science, life science, and earth science), and activities (e.g., gardening, cooking, and attending science events) reflective of both science standards and families' lived experiences. Families reported engaging in a variety of science practices, with the most prevalent being asking science-related questions, making observations and conducting explorations, talking about science, and explaining science-related content. Gender differences were observed in overall science engagement, with families of girls reporting more total science practices than families of boys. These differences are driven primarily by communication-related science practices. Ongoing analyses are examining additional factors that may explain these differences, including cognitive sophistication and the integration of topics and activities.

Author

• Catalina Bonanata, New York University