Talking about Race: Examining the Framing of Race and Racism in Children’s Books

• In Event: The role of racial socialization and education in the development of anti-racism among diverse youth

Abstract

Introduction. The efforts to ban race-related books in K-12 education (e.g., Ray & Gibbons, 2021) highlight how White families often do not feel it is appropriate to discuss race and racism with their children until long after children already become race-aware (Pahlke et al., 2012; Sullivan et al., 2020). However, children’s books can be critical tools for understanding across racial differences. The current project examines what content exists in books that address race and racism. Specifically, we aim to investigate to what extent there is variability in how children’s books approach multiculturalism and racism (i.e., interpersonal vs. systemic), with a consideration that different types of messages about race and racism may lead to different reactions from White parents.

Method. We first conducted a search to identify children’s books that discuss race. Using Google and existing lists of relevant books, research assistants compiled an initial list of 148 books. We then narrowed our selection criteria to a) narrative fiction and non-fiction books; b) targeted to children ages 12 and under; c) depicting a Black/White interracial dynamic. Based on these inclusion criteria, our final book list included 66 books. Next, we coded the books for both objective characteristics (e.g., year of publication, race and gender of the author) and 7 subjective characteristics, including the books’ genre and the time period; the extent to which the books describe interpersonal or systemic racism; whether the books promote a race-evasive or critical consciousness frame; and the extent to which multiculturalism is acknowledged and celebrated. Interrater agreement was determined by having the two coders assess 16% of the books (n=10). Agreement ranged from 71% to 100% across the 7 codes.

Results. The book characteristics and percentages of codes are listed on Table 1. Very few of the children’s books were set within the current Black Lives Matter moment (i.e., post 2014). Most of the books avoided promoting race-evasiveness, and over half were strongly characterized as promoting critical consciousness. Only a small percentage of the books had a strong emphasis on racism as a systemic issue: Most focused on interpersonal forms of racism.

Conclusions. In line with recent articles arguing parents should directly talk about race and racism with their children (e.g., Perry et al., 2022; Wu et al., 2022), the current project finds that most books about race and racism provide stories and scenarios that invite discussions about racism. However, the nature of these stories vary in the extent to which they situate race and racism within a broader social, structural, or systemic context. Future work will examine parents’ reactions to different messages within these books, and to what extent reading these books impact children’s racial attitudes.

Authors

• Barbara Thelamour, Swarthmore College

• Jennifer Bradley

• Mia Reiland

• Devin Atherton

• Ryan Lei, Haverford College
  Presenting Author