Navigating Identity Conversations Across Generations: Multiracial Individuals in Community-Based Picture Book Clubs

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Developing and Navigating Identity in Multicultural Educational Contexts (Table 9)

Abstract

Although the Multiracial population continues to soar in U.S. schools, only 0.2% of 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 shamed for not meeting ‘monoracial’ norms. This study examines the potential of community-based Book Clubs to support critical conversations about (Multi)racial identity. The study also investigates developmental considerations through side-by-side comparisons of preschool-aged, elementary-aged, and adult-aged Book Clubs that use five Multiracial picture books as vehicles for discussion. Findings demonstrated important distinctions of engaging in identity conversations by age group; the importance of picture books in concretizing abstract issues of identity for conversations; and the critical role of community in a Book Club.

Author

• Kevin M. Wong, Pepperdine University