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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 Books
Multicultural 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...