ABSTRACT Family conversations about science-related topics, including those involving storybook reading, may set the stage for children’s interest in science. We investigated how parents from two cultural backgrounds engaged in science talk while reading a science-related storybook with their preschool-aged daughters and sons. Consistent with our commitment to avoid deficit thinking, our questions focus on variability within a group of European-American parents and a group of Latine parents, rather than comparing groups. Our sample included 38 European-American families (20 girls), and 27 Latine families (12 girls) from three coastal regions of California, varying in educational background. Our results indicate that parents from both groups read most of the text, had conversations beyond the text, and specifically engaged in science talk when elaborating beyond the book with their children. European-American parents with 12–16 years of schooling engaged in science talk more with boys than with girls, whereas the science talk of European-American parents with more than 16 years of schooling did not differ by children’s gender. Latine parents did not differ significantly in their science talk by years of parents’ schooling or by children’s gender. Results are discussed as they relate to current conversations about early socialization of science interest and engagement for boys and girls in diverse families.

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与两个文化社区的女孩和男孩在家庭书籍阅读中的科学对话

摘要 关于科学相关话题的家庭对话，包括那些涉及阅读故事书的话题，可以为儿童对科学的兴趣奠定基础。我们调查了来自两种文化背景的父母如何在与学龄前女儿和儿子阅读与科学相关的故事书时进行科学谈话。与我们避免缺陷思维的承诺一致，我们的问题集中在一组欧洲裔美国父母和一组拉丁裔父母之间的可变性，而不是比较群体。我们的样本包括来自加利福尼亚三个沿海地区的 38 个欧美家庭（20 个女孩）和 27 个拉丁裔家庭（12 个女孩），教育背景各不相同。我们的结果表明，两组的父母都阅读了大部分文本，进行了超出文本范围的对话，并且在与孩子一起详细阐述书本之外的内容时，特别参与了科学谈话。受过 12-16 年教育的欧美父母与男孩的科学谈话多于与女孩，而受教育超过 16 年的欧美父母的科学谈话没有儿童性别差异。拉丁裔父母在他们的科学谈话中没有因父母受教育年限或孩子的性别而有显着差异。讨论结果是因为它们与当前关于科学兴趣的早期社会化和不同家庭男孩和女孩参与的对话有关。而受过 16 年以上学校教育的欧美父母的科学谈话并没有因孩子的性别而异。拉丁裔父母在他们的科学谈话中没有因父母受教育年限或孩子的性别而有显着差异。讨论结果是因为它们与当前关于科学兴趣的早期社会化和不同家庭男孩和女孩参与的对话有关。而受过 16 年以上学校教育的欧美父母的科学谈话并没有因孩子的性别而异。拉丁裔父母在他们的科学谈话中没有因父母受教育年限或孩子的性别而有显着差异。讨论结果是因为它们与当前关于科学兴趣的早期社会化和不同家庭男孩和女孩参与的对话有关。