Exploring the impact of interactive read-alouds on student perceptions of women’s history
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 10 September 2021
Issue publication date: 8 October 2021
Abstract
Purpose
This study aims to investigate elementary students’ perceptions about women’s roles throughout US history, and the extent to which these perceptions can be challenged or expanded by interactive read-alouds.
Design/methodology/approach
Third-grade students participated in interviews designed to investigate their thoughts about women’s historical roles before and after engaging in a series of interactive read-alouds featuring notable women in history. Pre- and post-interviews were analyzed to assess shifts in perception.
Findings
The research findings suggest that students initially perceived historical women as insignificant and held stereotypical views about their roles and that this perception was challenged following the interactive read-alouds. Changes were indicated through increased references to women during interviews and through answers that challenged stereotypical views.
Originality/value
This study adds insight about students’ perceptions regarding women’s history and supports the use of interactive read-alouds to challenge stereotypical views of women’s historical roles.
Keywords
Acknowledgements
The author gratefully acknowledges support from Michigan State University and would like to thank Dr. Anne-Lise Halverson.
Citation
Whitford, A.J. (2021), "Exploring the impact of interactive read-alouds on student perceptions of women’s history", Social Studies Research and Practice, Vol. 16 No. 2, pp. 144-157. https://doi.org/10.1108/SSRP-07-2021-0020
Publisher
:Emerald Publishing Limited
Copyright © 2021, Emerald Publishing Limited