Young Black Children’s Learning From and Awareness of Race and Gender Representation in Preschool STEM Television Shows

Lennon, Maya

doi:https://doi.org/10.21985/n2-4t8v-0r05

Work

Young Black Children’s Learning From and Awareness of Race and Gender Representation in Preschool STEM Television Shows

Public

Download PDF

Preschool television has historically not been representative of the world young childrenlive in. Although progress is being made, “representation matters” is still a phrase that rings true to this day. This dissertation focused on representation within STEM television shows because STEM education involves learning important skills such as problem solving and collaboration skills that children can use later in life. So, it is important for us to find ways to better support children’s learning of STEM skills. One way to do this is through STEM television shows, but racial and ethnic minorities are underrepresented in preschool STEM television shows. Thus, this dissertation examines what the effects of this underrepresentation may be. Through three studies, this dissertation sought to explore representation in STEM shows. Study 1 was an experimental investigation of whether three-year-old and four-year-old Black children learned better from watching TV shows (Ada Twist, Scientist & Justin Time) in which they were similar to the main character based on race and/or gender. They were also asked about their perception of the main characters. There was no difference in children’s learning from one show over the other. However, Black girls who really like the main character, Ada, learned more from that show. Study 2 was an interview study where children were asked to choose which characters from Ada Twist and Justin Time they liked, looked like and trusted. Children chose characters based on race and gender. Children were also asked to explain their choices. Children relied on attributes like skill, friendship, personality, and hair when making their decisions about a character. Study 3 involved surveying the parents of the children about their thoughts on representation in preschool media. Parents were divided on their thoughts about representation with some believing that it could teach racial pride and others believing racial equality was more important to teach in preschool STEM shows.

Creator