Exploring the impact of interactive read-alouds on student perceptions of women’s history

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.