Countering Stereotypes: A Content Analysis of Children's Picture Books on Asian American Experiences (2000–2020)

• In Event: Fighting Anti-Asian Racism: Utilizing Different Critical Approaches to Counternarratives

Abstract

Purposes
Asian American population is an important fabric of American society that has long been neglected in American school curriculum through kindergarten to secondary education (Waxman, 2021). Stories, histories, and contributions of Asian Americans were seldom taught in K-12 classrooms (Lee, 2017). Since the start of the Covid-19 pandemic, the surge of anti-Asian Americans attacks is a wakeup call for educators and scholars to reexamine the problem of invisibility of Asian Americans in the texts students read and study. To push for equitable teaching that includes more Asian American history and stories in K-12 literacy curriculum, the study explores how children’s picture books portray Asian Americans experiences of racial, linguistic, and cultural differences and their activism against social injustice.

Theoretical Perspective
This study was framed by a multicultural perspective of representation, suggesting children’s books should be mirrors for young people of diverse backgrounds to see themselves and affirm their own places. Also, children’s literature should serve as windows to look into other cultures, develop understanding of different perspectives and foster compassion (Bishops, 1990; Botelho & Rudman, 2009).

Methods and Data sources
The researcher conducted a qualitative content analysis study of twenty children’s picture books published between 2000 to 2020. The book selection principles were adapted from recent Asian American children’s literature studies (Rodriguez, & Kim, 2018) as below: 1) main character(s) identified as Asian Americans; 2) the story is set within the United States; 3) award-winning or honored books. The researcher analyzed both the illustrations and text contents of the selected books in three rounds. The first-round analysis focused on examining genre and the main trends such as general recurring themes, ethnic groups of the characters and Asian language presented. Next, the books were coded according to family structure and relations, social economic status, education, cultural details (e.g. traditions, customs). Lastly, the researcher analyzed the perspectives presented, the depiction of race and anti-discrimination related actions.

Findings
The findings suggest that most selected books depict eastern Asian descendants (i.e. China, Japan and Korea), whereas people with the ancestry of other regions in Asia especially western and central Asia have been underrepresented. A recurring theme demonstrates that food/food making are the mostly found cultural symbols to connect with personal heritage and family history. Intergenerational culture conflicts show the different perceptions of “being Americans”. Among all genres, biographic fictions are likely to introduce big social issues in history and depict Asian Americans facing racism and sexism. Although the findings show some diversity of job choices of Asian Americans from restaurant owners to scientists, artists and athletes, they lack diverse portrayals of family structures. For instance, all selected books present two parents of the same ethnicity. Moreover, Asian Americans who had special needs have not been included.

Scholarly significance of the study
The study should provide insights to create more inclusive k-12 literacy curriculum by examining and selecting Asian American children’s books. Most importantly, the study of good quality multicultural literature could guide educational research in helping children and adolescents to cope with trauma and develop empathy through tough times.

Author

• Lin Deng, University of Florida