Influence of Diverse Representation in Children’s Books on Science-Related Stereotypes and Science Interest

Children often stereotypically perceive scientists to be White men, and such exclusionary stereotypes can dissuade children of color and White girls from studying science and pursuing a career in science. This exploratory study tested an intervention to examine whether children’s engagement with picture books featuring diverse racial, ethnic, and gender representation could change children’s conceptualization of who works and has careers in scientific fields and their interest in science more generally. This study identified several key findings associated with the intervention. Students’ conceptualizations of scientists were more likely to be stereotypical regarding gender than race or ethnicity. After the intervention, students were more likely to conceptualize scientists as a woman or person of color, with girls of color having a statistically significant change. Finally, girls and boys reported greater interest in science after the intervention.