Exploring Children’s STEM Literature Through a Gender Lens

Abstract

STEM learning in classrooms can be enhanced by using gender-inclusive children's literature. Powerful, gender-inclusive children's literature can boost students' interests in STEM learning, allowing them to engage with appealing illustrations, enriching stories, and stimulating ideas and facts that resonate with their diverse backgrounds and experiences. The purpose of this study was to investigate how gender is represented in the texts and illustrations of the Best STEM Books listed by the National Science Teaching Association (NSTA) in 2022. Twenty-four early childhood and elementary books were included. The study employed a quantitative content analysis based on Hamilton et al.’s (2006) framework. The findings revealed a noticeable dominance of female authors and illustrators while male characters were overwhelmingly represented in the books. They also highlighted that gender representation in children's literature remains a complex issue. The author calls for a more balanced and inclusive literary landscape which can empower young readers and foster a greater understanding and appreciation of diverse gender identities and experiences.