Critical Race Content Analysis of Latinx Representation in Children’s Picture Books

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Critical Race Content Analysis in Children’s and Young Adult Literature (Table 7)

Abstract

Objectives
In 2021, only 7% of the books published in the U.S. centered, or detailed stories about Latinx characters in picture books (Cooperative Children’s Book Center, 2022). Scholars engaged in the analysis of children’s books have argued the low number of books published about People of Color leads to underrepresentation and lack of mirrors or representations for Children of Color (Bishop, 1990). Given the lack of mirrors for young Latinx readers, this paper asks the following central questions: 1) How are race, gender, class, language, and immigration status portrayed in Latinx children’s picture books published in 2021? Using a Critical Race Content Analysis of picture books with Latinx main characters allows us to better understand whether the stories published culturally affirm or perpetuate stereotypes of Latinx communities.

Theoretical Framework
This paper draws from Critical Race Theory (CRT) in education (Ladson-Billings & Tate 1995; Solórzano, 1997) to ground the methodology of a Critical Race Content Analysis (CRCA). CRT as a lens interrogates ideologies of white supremacy embedded within children’s literature.

Methods, and Methodology
The larger project consists of analyzing 51 picture books about Latinx main characters published in 2021. Each book was analyzed using a Critical Race Content Analysis (CRCA) Guide (Perez Huber et al., 2020). The CRCA guide has fivecentral prompts with guiding questions centered around analyzing racism and intersecting forms of oppression in the storylines of books. An analysis sheet was completed for each book and the data collected was coded using thematic analysis (Saldaña, 2015).

Findings
Preliminary findings indicate that of the 51 picture books published in 2021, the three most popular themes are about family relationships [n= 14], immigration [n=11] and learning about the community [n=9]. Additional themes are stories about coming of age, friendship, adventures, self-love, gender expression, and biographies. Using the theme of immigration, this paper discusses how current political events are portrayed in children’s books. For example, within the book, Un Tren Llamado Esperanza- A Train Called Hope by Mario Bencastro, the author portrays the story of an accompanied migrant child taking a journey aboard a train to a Northern border in hope of findings his parents and new opportunities. While the storyline is written for a younger audience, this bilingual book serves as a pedagogical tool of biliteracy and an opportunity to introduce social awareness on topics such as unaccompanied migrant children, immigration, forced family separations, and above all hope.

Scholarly Significance
The purpose of this research project is to advocate for anti-racism and social justice in children’s literature and library services given the rise of book challenges across the nation. In addition, findings could inform us about the ways children’s picture books are crucial to the socialization of children and the messages they consume regarding ethnic/minority groups typically starting as young as 3-8 years old. Last, this research to contributes to scholarly literature that seek to understand how race, racism, gender, social economic status, immigration, language, and disabilities are portrayed across diverse children’s picture books.

References
Bishop, R.S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 6(3), ix–xi.

Authors

• Lorena Camargo Gonzalez, California State University - Sacramento

• Alexia Tamayo-Gonzalez, California State University - Sacramento

• Marlene Lopez Torres, University of California - Santa Barbara