Sona C Kumar
Biographic Data
| ID | 5762469 |
|---|---|
| NAME | Sona C Kumar |
| GIVEN NAMES | Sona C |
| FAMILY NAME | Kumar |
| SIGNATURE | KUMAR S C |
| AFFILIATIONS | Boston University , Boston, Massachusetts , |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Reimagining Science Learning in Early Childhood Through Storybook Reading
This paper presents a model for reimagining science learning during the early childhood years through storybook reading. Much of the research on storybooks in early childhood has emphasized how storybooks promote knowledge acquisition in literacy, social–emotional learning, and science. This model proposes that shared science storybook reading, through interactions with adults and society, integrates these domains and encourages the development o…
What I say is not what I do
Consistent evidence shows that women are underrepresented across most Science, Technology, Engineering, and Mathematics fields. Research indicates that early attitudes and gendered beliefs about mathematics can predict later achievement and academic choices in Science, Technology, Engineering, and Mathematics and that children's attitudes are tied to parents' beliefs and interactions with their children surrounding math. To identify potential ant…
How does caregiver–child conversation during a scientific storybook reading impact children's mindset beliefs and persistence
This study explores how caregiver–child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver–child dyads (N = 202, 100 female, 35% non-White, aged 4–5, ƒ = .15) were assigned to one of three storybook conditions, highlighting the female scientist's achievements, effort, or, in a baseline condition, ne…
The impact of visualizing the group on children's persistence in and perceptions of STEM
Women are underrepresented in STEM fields across the world. We investigate a perceptual mechanism that may contribute to this gender disparity beginning in early childhood. We explore how visual information about the gender composition of a group of scientists impacts children's persistence on a STEM task and their evaluations of group members. One hundred sixty-six 4- to 6-year-old children viewed one of four groups of scientists: all-male, all-…
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The impact of visualizing the group on children's persistence in and perceptions of STEM
Women are underrepresented in STEM fields across the world. We investigate a perceptual mechanism that may contribute to this gender disparity beginning in early childhood. We explore how visual information about the gender composition of a group of scientists impacts children's persistence on a STEM task and their evaluations of group members. One hundred sixty-six 4- to 6-year-old children viewed one of four groups of scientists: all-male, all-…
How does caregiver–child conversation during a scientific storybook reading impact children's mindset beliefs and persistence
This study explores how caregiver–child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver–child dyads (N = 202, 100 female, 35% non-White, aged 4–5, ƒ = .15) were assigned to one of three storybook conditions, highlighting the female scientist's achievements, effort, or, in a baseline condition, ne…
Reimagining Science Learning in Early Childhood Through Storybook Reading
This paper presents a model for reimagining science learning during the early childhood years through storybook reading. Much of the research on storybooks in early childhood has emphasized how storybooks promote knowledge acquisition in literacy, social–emotional learning, and science. This model proposes that shared science storybook reading, through interactions with adults and society, integrates these domains and encourages the development o…
What I say is not what I do
Consistent evidence shows that women are underrepresented across most Science, Technology, Engineering, and Mathematics fields. Research indicates that early attitudes and gendered beliefs about mathematics can predict later achievement and academic choices in Science, Technology, Engineering, and Mathematics and that children's attitudes are tied to parents' beliefs and interactions with their children surrounding math. To identify potential ant…
Developmental psychology (3 works) · Psychology (3 works) · Science Education and Pedagogy (3 works) · Early childhood (2 works) · Early Childhood Education and Development (2 works) · Persistence (discontinuity) (2 works) · Science Education and Perceptions (2 works) · Animal and Plant Science Education (1 work) · Attribution (1 work) · Child Development and Digital Technology (1 work)