Revealing hidden figures: Critical analysis of girls and women of color in STEM picture storybook

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dc.contributor.advisorPeters-Burton, Erin
dc.creatorJackson, Talisa J
dc.date.accessioned2023-03-17T19:05:41Z
dc.date.available2023-03-17T19:05:41Z
dc.date.issued2022
dc.description.abstractThe more individuals consume media that portray people who participate in science, technology, engineering, and mathematics (STEM) as white and able-bodied men, the more likely individuals within STEM communities will only recognize those who fit that image as belonging there, thereby alienating individuals who do not fit the portrayed media image (Carlone & Johnson, 2007; Farland-Smith et al., 2017; Rawson & McCool, 2014). Additionally, reports indicate a lack of diverse representation in children’s literature (Cooperative Children’s Book Center, 2018; Huyck & Dahlen, 2019). Specifically, girls and people of color are significantly less likely to be portrayed as participating in STEM in children’s literature (Farland-Smith et al., 2017; Kelly, 2018). While many researchers have explored the representation and misrepresentations of girls and people of color within children’s literature (Campbell et al., 2016; Gooden & Gooden, 2001; Yoo-Lee et al., 2014), few have examined the intersectionality of the two, the representation of girls and women of color within children’s literature (Brooks & McNair, 2015; Muhammad & Haddix, 2016). Moreover, most research analyzing the representation of diverse characters participating in STEM in children’s literature has been limited to the presence or lack of diverse characters. It does not explore the portrayal of diverse characters participating in STEM (Farland-Smith et al., 2017; Kelly, 2018). Utilizing critical race theory, I conducted a critical content analysis of children’s literature to answer the following question: How are girls and women protagonists of color portrayed participating in STEM in children’s picture storybooks intended for grades K–3? Findings suggest that in children’s literature published from 2016 to 2020, little diversity exists regarding the appearances of women and girl protagonists of color (i.e., skin complexions, hair texture, and hairstyles) as well as their STEM experiences, with many portrayed as outcasts exhibiting signs of brilliance while burdened with the task of overcoming oppression by dominant ideology through their perseverance.
dc.format.extent144 pages
dc.format.mediumdoctoral dissertations
dc.identifier.urihttps://hdl.handle.net/1920/13172
dc.language.isoen
dc.rightsCopyright 2022 Talisa J Jackson
dc.rights.urihttps://rightsstatements.org/vocab/InC/1.0
dc.subjectCritical content analysis
dc.subjectCritical Race Theory
dc.subjectEducation
dc.subjectMulticultural literacy
dc.subjectPicture books
dc.subjectSTEM
dc.subject.keywordsScience education
dc.subject.keywordsMulticultural education
dc.subject.keywordsElementary education
dc.titleRevealing hidden figures: Critical analysis of girls and women of color in STEM picture storybook
dc.typeText
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral
thesis.degree.namePh.D. in Education

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