Diversity in Contemporary Picturebooks: A Content Analysis.

Abstract

Using content analysis and lenses of critical race, gender schema, and critical disability theories, this study examines the representation of diversity in contemporary picturebooks.PICTUREBOOKS ARE WRITTEN artifacts that convey cultural messages and values about society and help children learn about their world. Books children read and interact with, including those used in classrooms and educational settings, can influence children's self-awareness (Chaudhri & Teale, 2013) and help them develop a positive self-identity (Hall, 2008; Levin, 2007). Books also assist children in breaking and questioning stereotypes and help broaden their cultural perspectives (Thein, Beach, & Parks, 2007). Picturebooks are educational tools, and most children come into contact with them; consequently, the content of picturebooks matters. This study explores the diversity represented in a corpus of contemporary picturebooks, both within the content of the books and of those who created them.Importance of Children Seeing Themselves in BooksMulticultural literature helps children identify with not only their own culture but also the cultures of others, thus promoting discussions of diversity (Colby & Lyon, 2004). In her research, Bishop (1990) posited that children need to see themselves reflected in literature (i.e., look into a mirror), to see the lives of others (i.e., look into a window), and to see themselves as able to transverse between groups and worlds (i.e., pass through a sliding glass door).Children's books are powerful learning tools for helping young children understand discrimination (Taylor, 2003). The images we share with children affect their conceptualization of self and belonging. When children cannot identify with a book or see their lives celebrated through stories, it may have a negative impact on their self-image. The message they get is that their lives and their stories are not important (Willett, 1995, p. 176). Seeing self is critical, but not seeing self is even more critical because children may feel marginalized.Children also need to see diverse authors and illustrators creating the picturebooks they interact with in order to see career possibilities. In addition to being mirrors and windows, books are also maps (C. Myers, 2014). As children seek their place in the world, they search for where to go and ways to get there. Literature can provide avenues of possibility. For this reason, children need to see people like themselves as authors and illustrators of picturebooks. If diverse authors and illustrators are not seen as picturebook creators, it sends a message. Children need not only to see themselves in what they read but also to see diverse authors and illustrators in order to internalize that all populations are valued in the publishing world and that employment opportunities in publishing are open to all people, regardless of race, gender, or ability (Feelings, 1985; Roethler, 1998).History of Diverse LiteratureThere has long been acknowledgment of the lack of diversity in books published for children. In her groundbreaking study, Larrick (1965) analyzed over 5,000 picturebooks published over a 3-year period and noted that only 6.7% had African American characters, most of which perpetuated stereotypes. She suggested that this lack of representation impacts society when White images are the only ones children see. Numerous studies followed Larrick's, including Rudine Sims Bishop's (Sims, 1982) seminal research that looked again at representations of African Americans in children's literature and reported that although there had been an increase in the number of books with African American characters, they were still portrayed in a negative and/or stereotypical way. Bishop theorized that research has to examine the social and cultural contexts in which literature is written in addition to standard literary elements.Other studies analyzing representations of multicultural literature have followed, including studies focused on ethnicity (e. …

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