Making Space for Conversations About Multiracial Identity: A Critical Content Analysis of Multiracial Picture Books

• In Event: Validating Culturally Diverse Student Identities and Experiences: Transformative Approaches and Innovative Methods

Abstract

Although 2.9% of the U.S. population identifies as Multiracial, only 0.2% of U.S.-published children’s books feature multiracial characters. Multiracial children, therefore, rarely see themselves in literature, missing vital opportunities to understand experiences of ‘monoracism’ where they are bullied or shamed for not meeting ‘monoracial’ norms. Drawing from theories of raciolinguistics, culturally-sustaining pedagogies, and Root’s (1992) identity framework, the current study examines how Multiracial individuals are represented in 95 picture books and investigates whether these books make space for critical conversations about Multiracial identity. Conducting a critical content analysis, findings demonstrate that there are powerful but few depictions of Multiracial tensions in illustrations and storylines, and that books provide symbolic, implicit examples of how children can address these Multiracial tensions.

Authors

• Kevin M. Wong, Pepperdine University

• Hovsep Sarafyan, Pepperdine University

• Joseph W. Schwartz, Green Dot Public Schools