Centering Children of Incarcerated Caregivers: A Critical Content Analysis of Children’s Emotions in Picture Books

• In Event: Aliveness, Abolition, and Affirmation: Actualizing Audre Lorde’s Commitment to a “Livable Future” in Early Education

Abstract

Objective

What emotions are depicted among children of incarcerated caregivers in picture books about parental incarceration? This exploratory study investigates how representative children’s literature may support children’s emotional experiences and imagination of liveable futures amid contact with an unlivable system of incarceration.

Theoretical Perspective

Bishop’s (1990) heuristic of books as mirrors, windows, and sliding glass doors explains how emotional resonance is created in literature. Books may be “mirrors” that reflect children’s cultures and identities, or “windows” and “doors” to learn about others. Relevant and affirming literature fosters inclusivity. Depictions of emotions in stories may shape how audiences relate to their own experiences, highlighting the critical role that storytelling plays in the emotional lives of individuals, as it helps individuals navigate their own emotions and experiences.

Method

This study uses critical content analysis (CCA)—a methodology guided by the critical theoretical orientation described above—to analyze texts, locate power, and “examine inequities from multiple perspectives” (Short et al., 2017, p. 4). CCA begins with broad research questions based on researchers’ lived experiences, current events, and children’s classroom experiences. Then, texts are systematically selected based on the study purpose and theory. Anchored by a review of related literature, the texts are analyzed and themes are synthesized through an iterative and reflexive memoing process that moves between the texts and theory.

Data Sources

A dataset of picture books was assembled through a systematic search and screening process. Books were identified from November-December 2024 through a comprehensive search in electronic databases: Diverse BookFinder, World of Words, and the Cooperative Children’s Book Center. To avoid ignoring relevant books that may not have arisen in database searches, searches were also conducted to find web-based book lists. Search terms included “prison,” “jail,” and “incarcerat*.” Inclusion criteria required that books were in English, focused on incarceration, the main character was a child of an incarcerated caregiver, and a hard copy of the book was accessible. Book information (e.g., titles, authors, summaries) was compiled in a spreadsheet, which was sorted to identify and remove duplicates. Two stages of screening were implemented to remove books that did not meet inclusion criteria. Then, data extraction was performed using a CCA tool developed by the research team.

Results

The search identified 439 picture books. After screening, 27 books were eligible for inclusion in the study. A search flow is provided in Figure 1, and book information is summarized in Table 1. Preliminary findings indicate that the picture books (a) represent a child’s complex emotional experience of having an incarcerated caregiver, and/or (b) highlight that peers and other caregivers mediate emotions as the child copes with the experience of having an incarcerated caregiver.

Significance

Children of incarcerated caregivers are a marginalized group of children, and stories representing their experiences, emotions, and lives are sorely needed to validate their identities and experiences. Implications for educators and further research will be discussed.

Authors

• Emma Williams, Santa Clara University

• Brita A. Bookser, Santa Clara University