Children’s storybooks are a ubiquitous learning resource, and one with huge potential to support STEM learning. They also continue to be a primary way that children learn about the world and engage in conversations with family members, even as the use of other media and technology increases. Especially before children learn to read, storybooks create the context for in-depth learning conversations with parents and other adults, which are the central drivers of STEM learning and development more broadly at this age. Although there is a body of literature highlighting the benefits of storybooks
Emerging research suggests that families are key to developing the science interests and career aspirations of youth. In order to increase the diversity and numbers of individuals choosing to pursue STEM careers, it is important to better understand the factors that influence career aspirations. The influence parents have on their children’s career aspirations comes from many factors including their science capital and family science habitus. This study examined the influence of a museum-based family STEM program geared to increase the STEM career aspirations of elementary youth on the parent