Co-Designing Read-Aloud Discussion Guides to Foster Critical Conversations About Multiracial Identity

• In Event: Reading Multiculturalism: Examining Literacy for Multicultural Students

Abstract

Although 2.9% of the U.S. population identifies as Multiracial, 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 employs a Participatory Design Research approach with a DEI team in one school district. Using a co-designed Teacher Guide, the study examines how six teachers engage children in meaningful discussion around Multiracial identity through Multiracial picturebooks. Findings demonstrated that these books provided children with the vocabulary to talk about race and monoracism; racial events in a narrative context that made information processing more concrete; and problematic racial encounters presented through the eyes of a relatable character.

Author

• Kevin M. Wong, Pepperdine University
  Presenting Author