Girls, STEM, and Children's Books: A Review of the Literature Concerning Girls' Interest, Motivation and Ability in STEM, Complemented by a Mixed Methods Content Analysis of Award Winning Informational Children's Books
2013
- 131Usage
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage131
- Abstract Views131
Artifact Description
This thesis includes an expansive literature review investigating why there is still a lack of women in STEM, concluding that social systems are key factors and also looks at how motivation, interest, and engagement might be increased. It then studies how the images in children's books may impact girls' gender beliefs about their future role in society, in particular, in STEM. Science-oriented (informational) children's books are studied. The analysis found moderate to severe gender bias in both the frequencies of male to female images and in the stereotyping of roles. Findings were in line with current and past research that has focused instead on fictional award-winning books. However, informational books are focused on "real life" and therefore expose children to future roles and careers. Analysis used picture book/early learning theories and was a pictorially-focused mixed methods (quantitative and qualitative) content analysis of Sibert and Orbis Pictus award-winning informational children's books, and used the textual information only as a secondary source for role identification. Informational books potentially could combat negative stereotypes before the first critical drop-out point for girls in science, namely before their transition to middle school, and could be used as an intervention mechanism.
Bibliographic Details
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know