3C: Intentional Representation in Instructional Materials: Impact on Self-Perceptions and Self-Efficacy in Elementary Students

Abstract

Abstract

The purpose of this study was to determine if the intentional use of instructional materials that included peoples of various ethnicities, ages, and genders in non-stereotypical roles used in an upper elementary classroom can positively influence students’ self-perception of potential, levels of self-efficacy, and change the stereotypical image of scientists. This study documented the progression of 47 fourth-grade students in a majority minority elementary school in a suburban county. This study included the data of two inclusion classrooms; one serving as the control group (23 students) and the other as the intervention group (24 students). Instructional materials included non-stereotypical individuals in a variety of roles and occupations, and those who have a Hispanic background, as the majority of students identify as being Hispanic. The focus of this integration was implemented in both science and social studies lessons for approximately 6-weeks. Research participants completed a self-perception and self-efficacy survey and were also asked to draw a scientist prior to the implementation of this project and then again at the end. The pre and post data was collected and analyzed using an ANCOVA test. The goal of this study was to determine the impact of intentionality in the selection of instructional materials for not only minority students, but female students, and the ethnic majority specifically in an elementary setting.

Key Words: draw-a-scientist, self-efficacy, self-perception, stereotypes, representation, upper elementary