Representations Matter: An Analysis of the Portrayal of Black Students in Science Textbooks and Its Impact on STEM Education
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| Title: | Representations Matter: An Analysis of the Portrayal of Black Students in Science Textbooks and Its Impact on STEM Education |
|---|---|
| Language: | English |
| Authors: | Kenya Posley |
| Source: | Online Submission. 2026Ed.D. Dissertation, Bradley University. |
| Peer Reviewed: | N |
| Page Count: | 133 |
| Publication Date: | 2026 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Blacks, African Americans, Scientists, STEM Careers, Professional Personnel, Textbooks, Textbook Content, Elementary Education, Grade 5, Role Models, Diversity, Critical Race Theory, Culturally Relevant Education, Barriers, Inclusion, Self Concept |
| Abstract: | This study examines how Black scientists, inventors, and science, technology, engineering, and math (STEM) professionals are represented in elementary science textbooks and considers how these portrayals may influence students' perceptions of STEM participation. Using a qualitative content analysis approach, three widely used fifth-grade science textbooks--"Elevate Science" (2019), "Skyline Science" (2021), and "HMH Science" (2019)--were analyzed through a structured coding framework. This framework included visual representation, textual mentions, historical contributions, role model references, and contextual inclusion. Findings revealed that representation of Black individuals across all three textbooks was limited, often superficial, and rarely integrated into core scientific content. Although "Elevate Science" demonstrated relatively stronger inclusion, all textbooks exhibited patterns of surface-level diversity, gender imbalance, minimal historical representation, and a lack of aspirational role models. Grounded in sociocultural and identity-based theoretical frameworks, the study highlights how these patterns may affect students' sense of belonging and engagement in STEM. The findings suggest a need for more intentional and meaningful integration of diverse scientific contributions in curriculum materials to support equitable STEM education and broaden participation in STEM fields. The following are appended: (1) Reflexivity Documentation; (2) Sample Coded Data Excerpts; (3) Coding Framework and Codebook; and (4) Expanded Data Tables. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679944 |
| Database: | ERIC |
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