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Just Like All the Other Humans? Analyzing Images of Scientists in Children's Trade Books

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Bibliographic Details
Title: Just Like All the Other Humans? Analyzing Images of Scientists in Children's Trade Books
Language: English
Authors: Rawson, Casey H., McCool, Megan Astolfi
Source: School Science and Mathematics. Jan 2014 114(1):10-18.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 9
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Descriptors: Books, Content Analysis, Scientists, Nonfiction, Science Education, Social Bias, Stereotypes, Career Choice, Minority Group Children, Gender Differences, Racial Differences, Influences
DOI: 10.1111/ssm.12046
ISSN: 0036-6803
Abstract: Despite the efforts of researchers and national science organizations to recruit more women and minorities into the science and engineering workforce, these fields are still largely dominated by White males. Research suggests that children's mental prototypes of the scientist include a variety of negative and stereotypical features that may contribute to decisions not to pursue a career in science among underrepresented groups. This study examines 1,656 images of scientists in children's nonfiction trade books, which are often used in classrooms and are many children's first introduction to science, to determine the extent to which these depictions perpetuate the stereotypical standard image of the scientist. Results indicate that while many elements of the stereotypical scientist image are not prevalent in these titles, gender and race are causes for concern.
Abstractor: As Provided
Number of References: 51
Entry Date: 2014
Accession Number: EJ1028869
Database: ERIC
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Abstract:Despite the efforts of researchers and national science organizations to recruit more women and minorities into the science and engineering workforce, these fields are still largely dominated by White males. Research suggests that children's mental prototypes of the scientist include a variety of negative and stereotypical features that may contribute to decisions not to pursue a career in science among underrepresented groups. This study examines 1,656 images of scientists in children's nonfiction trade books, which are often used in classrooms and are many children's first introduction to science, to determine the extent to which these depictions perpetuate the stereotypical standard image of the scientist. Results indicate that while many elements of the stereotypical scientist image are not prevalent in these titles, gender and race are causes for concern.
ISSN:0036-6803
DOI:10.1111/ssm.12046