Special Issue of Journal of Literacy Innovation
Multicultural Children's Literature (MCCL): Female-centric Representations in
Science, Humanities, Technology, Engineering, Mathematics (SHTEM)
Co-Editors
Dr. Howard L. Smith & Dr. Kalpana Mukunda Iyengar
The University of Texas at San Antonio, USA
Multicultural Children's Literature (MCCL): Female-centric Representations in
Science, Humanities, Technology, Engineering, Mathematics (SHTEM)
Co-Editors
Dr. Howard L. Smith & Dr. Kalpana Mukunda Iyengar
The University of Texas at San Antonio, USA
Societies world-wide are experiencing an increasing need for expansion in their technical workforce. One promising source of recruits is women. Despite their potential (and historic) contributions, women remain marginalized within the professions, unrecognized in the broader society, and underserved academically in mathematics and science classes.
Because of the multifaceted nature of the problem (e.g., lack of mentorship, misogyny, demoralization), efforts to remediate the situation must also be multi-level or interstitial. In an effort to bolster their recognition and potentially increase their number, the academy now recognizes STEM, i.e., Sciences, Technology, Engineering, Mathematics (STEM). Given its role in education and the interstitial nature of instruction, the co-editors argue for the inclusion of Humanities (i.e., literacy [e.g., children’s literature]) producing the acronym SHTEM.
One tool to deconstruct the biases, false-notions, and myths society thrusts upon school-aged children (i.e., formative years) is Multicultural Children's Literature (MCCL). As a transformative pedagogical device, MCCL contributes to the cognitive and emotional development of the learner. When chosen with intentionality, MCCL offers a vision of diverse human representation as it disrupts stereotypes and dispels myths. Through the use of its illustrations and affirming discourse, MCCL becomes a tool to counteract the gendered oppression and biases often encountered in the STEM fields. Though entertaining, children’s stories have a didactic purpose. Learners navigate lived experiences and ideate transformative solutions.
While there are exceptions (e.g., nursing), women continue to be under-represented in technical areas. The paucity of women and girls (especially from minoritized communities) in the STEM disciplines is most egregious. The intent of this special issue is to highlight the situation, stimulate transformative thought and motivate action. It is anticipated that the outcome of these efforts will increase the number of female students from underserved communities (e.g., African American, Asian, Latinx, Native American).
Chapters in the proposed special issue of Journal of Literacy Innovation will offer insights, models, strategies, and theoretically-based pedagogical approaches for K-16 instruction. Manuscripts considered for inclusion may focus on literacy development in English. Contributions may be empirical studies of children’s writing around SHTEM topics (e.g., memoirs, reports, testimonial narratives), or research studies about multicultural communities (e.g. cultural studies, ethnographies, phenomenological studies). In all cases, whether empirical studies, practical guides, or models, contributions will be directly applicable to classroom contexts.
Submission Guidelines
Authors interested in this peer-reviewed publication must submit a 250-300 abstract to the co-editors by December 15, 2025. Upon notification of acceptance by Jan 15th, 2026, authors should submit their completed manuscripts by Sep 15, 2026. Manuscripts must - (a) be between 15-25 pages, (b) double-spaced, (c) prepared using the APA style. Authors of accepted manuscripts will be required to submit a biographical note of not more than 250 words and a high-resolution photograph.
For publication consideration, all contributions must meet publication guidelines (see table 1). Signed authorizations of photographs and original visuals must be received prior to acceptance of the manuscript for publication consideration. These requirements are obligatory for the blind peer-review. The co-editors reserve the right to reject manuscripts that do not adhere to the guidelines and requirements as stipulated in the call (cf. “Guidelines” below). Contributors are advised that posted deadlines are within the purview of the publisher.
With abstract submission, please include a statement to indicate that the manuscript will be original and hitherto unpublished. Electronic submissions should be sent to [email protected] [[email protected]].
Short CVs of Guest Editors
Dr. Howard L. Smith
Howard L. Smith is Professor in the Department of Bicultural-Bilingual Studies at the University of Texas - San Antonio. He earned a Ph.D. in Bilingual-Multicultural Education from the University of Arizona. He received a B.A. in Spanish Literature from Temple University, Pennsylvania. Dr. Smith conducts research in biliteracy and teaches courses in bilingual education, biliteracy development, children’s literature, multicultural education, and reading. Dr. Smith's publications include the edited volumes (with Dr. Iyengar), Diversity in Society and Schools and Multicultural Literature for Latino Bilingual Children: Their Words, Their Worlds. He has published articles in the Bilingual Research Journal, Educational Studies, International Journal of Bilingual Education and Bilingualism, The Journal of Multiculturalism in Education, and Language Arts. He has given presentations to academics and teacher workshops in India, Mexico, Nicaragua, Spain, and the United States.
Dr. Kalpana Mukunda Iyengar
Kalpana Mukunda Iyengar, Assistant Professor of Practice, earned her PhD in literacy at the University of Texas - San Antonio. She was later awarded a postdoctoral fellowship in the Bicultural Bilingual Studies Department. She holds a master’s in Linguistics and Commonwealth Literature from Bangalore University and a second masters in English Education from Kutztown University, Pennsylvania. Dr. Iyengar received a B.Sc. from Arakalagudu Varadarajulu Kanthamma (AVK) College for Women, Hassan, India. Dr. Iyengar’s research foci include cultural preservation, literacy, teacher preparation, Indic cultures, and multicultural education. She has co-edited five books with Dr. Smith (cf. Voices and Perspectives of Women and Girls from Minoritized Communities in Sciences, Humanities, Technology, Engineering, Mathematics (SHTEM) Education/Cambridge Scholars Publication). She has published articles in peer-reviewed journals including Educational Studies, South Asian Review, Devsanskrithi Interdisciplinary (DSVV) Journal, and English in Texas.
Dr. Howard L. Smith
Howard L. Smith is Professor in the Department of Bicultural-Bilingual Studies at the University of Texas - San Antonio. He earned a Ph.D. in Bilingual-Multicultural Education from the University of Arizona. He received a B.A. in Spanish Literature from Temple University, Pennsylvania. Dr. Smith conducts research in biliteracy and teaches courses in bilingual education, biliteracy development, children’s literature, multicultural education, and reading. Dr. Smith's publications include the edited volumes (with Dr. Iyengar), Diversity in Society and Schools and Multicultural Literature for Latino Bilingual Children: Their Words, Their Worlds. He has published articles in the Bilingual Research Journal, Educational Studies, International Journal of Bilingual Education and Bilingualism, The Journal of Multiculturalism in Education, and Language Arts. He has given presentations to academics and teacher workshops in India, Mexico, Nicaragua, Spain, and the United States.
Dr. Kalpana Mukunda Iyengar
Kalpana Mukunda Iyengar, Assistant Professor of Practice, earned her PhD in literacy at the University of Texas - San Antonio. She was later awarded a postdoctoral fellowship in the Bicultural Bilingual Studies Department. She holds a master’s in Linguistics and Commonwealth Literature from Bangalore University and a second masters in English Education from Kutztown University, Pennsylvania. Dr. Iyengar received a B.Sc. from Arakalagudu Varadarajulu Kanthamma (AVK) College for Women, Hassan, India. Dr. Iyengar’s research foci include cultural preservation, literacy, teacher preparation, Indic cultures, and multicultural education. She has co-edited five books with Dr. Smith (cf. Voices and Perspectives of Women and Girls from Minoritized Communities in Sciences, Humanities, Technology, Engineering, Mathematics (SHTEM) Education/Cambridge Scholars Publication). She has published articles in peer-reviewed journals including Educational Studies, South Asian Review, Devsanskrithi Interdisciplinary (DSVV) Journal, and English in Texas.
