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Abstract The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr;N = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question‐type and whether the question was directed to a boy or a girl. Teachers directed significantly more scientific questions to boys than to girls. However, boys spent more time than girls in the science areas of the classroom and teachers directed questions to boys and girls at similar rates. These findings highlight how as early as the preschool years, girls and boys may receive different messages about how to approach science.
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Museum Staff, Caregivers, and Preschool Teachers Collaborating to Reimagine Family Engagement in Early STEAM Learning (Poster 6)
Museums and science centers are capable of challenging traditional and hierarchical pedagogies (Kratz & Merritt, 2011) by integrating STEM content learning with the knowledge and cultural wealth available within local communities. The current study took place within the context of a long-term partnership between a science center and a local public preschool in a culturally and linguistically diverse, urban community in the northeastern US. This study brought together preschool educators, caregivers, and museum staff to co-design new STEAM enrichment possibilities for young children and their families.
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- Award ID(s):
- 2215353
- PAR ID:
- 10536454
- Publisher / Repository:
- AERA
- Date Published:
- Subject(s) / Keyword(s):
- family engagement caregiver engagement early childhood informal STEM learning STEAM
- Format(s):
- Medium: X
- Location:
- Philadelphia, PA
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.3102/2105230
