A new analysis of bestselling children’s science biographies suggests that many titles send the message that scientific success is a matter of innate talent rather than something cultivated through practice and perseverance. The research, published in the Proceedings of the National Academy of Sciences, examined hundreds of books commonly read by young people and finds this framing could undermine motivation, particularly among girls and children from racial and ethnic minorities.
Study findings and scale
The team analysed 422 best-selling children’s books, identifying 1,355 portrayals of 655 individual scientists. Their catalogue included popular biographies and narrative accounts that are widely available to families and schools. The authors note that the marketplace for such books is large — Amazon lists over 10,000 children’s science biographies — underlining the potential reach of the messages embedded in these stories.
| Measure | Count |
|---|---|
| Books analysed | 422 |
| Portrayals identified | 1,355 |
| Individual scientists | 655 |
| Approx. titles available on Amazon | 10,000+ |
How talent and effort are portrayed
Overall, the researchers found that biographies often describe scientific ability in terms that emphasise innate brilliance. In many cases, narratives suggest interest or aptitude emerges fully formed, which the authors argue can discourage children who do not already see themselves as 'naturally' scientific.
- Books about physics, engineering and computer science were more likely to emphasise inborn talent than biographies in other fields.
- Biographies of women more frequently highlighted hard work and perseverance than those of men, even after accounting for historical obstacles.
- Some portrayals offered unrealistic childhood prodigy images — for instance, depicting children as performing advanced scientific tasks at ages when most children are engaged in play and basic learning.
“The books often portray scientists and their paths to success in ways that risk alienating young readers, particularly girls, racial/ethnic minority children and those who do not view themselves as interested in science,”
That is the assessment of Jessica Gladstone, an educational psychology professor at the University of Illinois Urbana-Champaign, who led the research. The team also included co-authors such as Andrei Cimpian of New York University, who emphasised the importance of messaging given the popularity of these books.
Implications for motivation and diversity in STEM
Educational research shows that beliefs about ability matter: young people who view skills as learnable are more likely to persist with challenging tasks. By portraying scientific careers as the province of a select few born with exceptional talent, children’s biographies could inadvertently reduce the pool of pupils who imagine themselves as future scientists.
The effect may be most pronounced in fields already struggling with representation, such as engineering and computer science. If books aimed at children frame these disciplines as reliant on innate genius, they risk reinforcing existing gender and racial gaps rather than helping to close them.
The authors recommend that writers, publishers and educators reflect on how narratives are constructed and promote stories that balance accounts of talent with clear depictions of practice, mentorship and persistence. Presenting scientists as learners who developed their skills over time could make scientific careers feel more accessible.
For policymakers and teachers, the study underscores a practical lever for change: the selection of classroom and library texts. Curating biographies that emphasise growth and the effort behind discoveries may help cultivate sustained interest and broaden participation in science.
As children’s books remain a staple of early science exposure, small changes in how stories are told could have outsized effects on who sees a place for themselves in STEM in future decades.
