MESSAGES REVEALED: ANALYZING A SELECTION OF MULTICULTURAL

PICTURE BOOKS THROUGH A CRITICAL LENS.

by Jill Sydney Madsen

A dissertation submitted in partial fulfillment of

the Doctoral degree in Education

Hamline University

Saint Paul, Minnesota

March, 2011

Committee:

Dissertation Chair: Dr. Vivian Johnson

Dissertation Reader: Dr. Heather Hackman

Dissertation Reader: Dr. Jennifer Carlson

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Copyright by

JILL SYDNEY MADSEN, 2011

All Rights Reserved

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DEDICATION AND ACKNOWLEDGEMENTS

Dedication

This dissertation is dedicated to my partner Ali, my family, and my friends, who

continue to be my rock and support in life. Almost twenty years ago, when I was thirteen years

old, I was still reading at a first grade level when I was finally diagnosed with a learning

disability. I know deep down my mom and I both thought it would be a miracle if I graduated

high school. My support network got me through high school, undergrad, a masters program,

and now a doctoral program. Without them, this project would never have been possible. I

also thank my family for instilling the daily inspiration of tikun olam (repairing the world),

tzedakah (giving to others and community service), and B’tzelem Elohim (we are all created in

the image of God), as this foundation continues to guide me in everything I do.

Acknowledgements

Participants of pilot study. I want to thank the six amazing educators who participated

in the pilot study for this research project. Natalie, Jen, Deb, Brenda, Kelly, and Liz, the work

you do each day not only impacts the students you work with, but inspires me to be the best

educator I can be. I greatly appreciate your time, expertise, and support in this process.

Hamline EdD 5 Cohort. I want to thank the amazing cohort I had the opportunity to be

a part of to complete my doctoral program at Hamline University. I finished the program

learning so much more than what it means to be an educator from each participant in our group.

The friendships and connections will forever be there.

Sources of inspiration and support. Words can not begin to describe the inspiration

and support I have gained from my phenomenal dissertation committee, Dr. Vivian Johnson,

Dr. Heather Hackman, and Dr. Jennifer Carlson. Vivian, your assistance and support

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throughout the entire doctoral program is greatly appreciated. I do not feel like I could have

completed this process without you. You have transformed how I see myself as an educator,

researcher, and scholar. Heather, you continue to amaze and inspire me. Your dedication,

passion, and knowledge for equity and social justice education have empowered me to be the

educator I am today and will continue to be tomorrow. Jennifer, I feel so lucky to have found

someone who has the same passion for literacy and literature to be part of this journey with me.

I would also like to thank Dr. Paul Gorski for his continued assistance and support from afar

through this dissertation process. Paul, you opened my eyes to the possibilities of completing a

doctoral program and I am so grateful for that. I am looking forward to continuing to work

with you as I start this new chapter in my life.

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TABLE OF CONTENTS

Chapter One: Introduction 8

My History 8

Definitions 11

Potential Significance of Proposed Research 15

Chapter Two: Literature Review 19

Introduction 19

Framework for Research ~ Multicultural Education 20

Importance of Analyzing Books 26

Past/Present Similar Research 30

Chapter Three: Methodology 36

Research Paradigm 36

Picture Book Selection Process 36

Rationale for Document Analysis 39

Rationale for Instrument Design 41

Pilot Study 45

Data Collection 51

Data Analysis 53

Limitations 54

Chapter Four: Analysis 56

Analysis Overview 56

Story Characters 59

Story Plot 66

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Connection to Continuum of Multicultural Education 71

Chapter Five: Conclusion 80

Introduction 80

Primary Research Question: Key Understandings 81

Secondary Research Question: Key Understandings 84

Implications 85

Next Steps that Arise from Current Research 87

Limitations of the Research 88

Recommendations for Future Research 89

Conclusion 89

References 92

Appendix A: Original Instrument 108

Appendix B: Final Instrument 112

Appendix C: Data Collection Schedule 116

Appendix D: Collection of Book Lists 118

Appendix E: Pilot Study 133

Appendix F: Sample of Completed Instruments 172

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LIST OF FIGURES

Figure 1. Multicultural Education as an umbrella term. 22

Figure 2. Original instrument for critically analyzing Multicultural books. 42

Figure 3. Finalized version of the instrument for critically analyzing

Multicultural books. 50

Figure 4. Publication dates of analyzed books. 57

Figure 5. Genre of analyzed books. 58

Figure 6. Presence of subordinate groups in picture books. 60

Figure 7. Presence of story elements in analyzed books. 66

Figure 8. Examples of invisible power. 68

Figure 9. Evidence of empowerment in analyzed picture books. 70

Figure 10. Picture books categorized as teaching tolerance. 74

Figure 11. Picture books categorized as heroes and holidays. 77

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ABSTRACT

Madsen, J. Messages revealed: Analyzing a selection of Multicultural picture books through a

critical lens (2010)

My dissertation, Messages revealed: Analyzing a selection of Multicultural picture books

through a critical lens (2010) involved developing an instrument to critically analyze

Multicultural picture books. Authors such as Steiner, Nash, and Chase (2008), Botelho and

Rudman (2009), Christensen (1994, 2009), Dorfman (1983), Fox and Short (2003), and Norton

(1990, 2009), describe how stories convey powerful messages to children about social and

moral behaviors and ideas, thus are a powerful tool for teaching and learning. Using the work

of Sleeter (2009), Au (2009), Nieto (2007), Banks (1997, 2007), Gorski (2008), Christensen

(2009), and Hackman (2005), the analysis instrument and research was conducted using a lens

connected to Multicultural Education. The methodology used for this dissertation was

document analysis. The process included selecting picture books for the research, developing

the analysis instrument using best reading comprehension practices, conducting a pilot study,

revising the analysis instrument, and finally conducting the research. Once the research was

complete the findings were divided into three broad categories: depiction of story characters as

they connect to dominant and subordinate groups, evidence of power or empowerment within

the story plot, and connections between the continuum of Multicultural Education and each

picture book analyzed. The data supported the importance of using a process to analyze text to

reveal various messages. This is important to do, not to create a list of books to throw away or

not use, rather to inform teachers and transform the use of the books.

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CHAPTER ONE

Introduction

My History

My research question, what messages are revealed when analyzing a selection of

Multicultural Education picture books through a critical lens, has been evolving through my

own practice as a teacher. According to Galda and Cullinan (2002), picture books tell a story

or develop an understanding of a concept through the blend of text and illustrations. Authors

such as Steiner, Nash, and Chase (2008), Botelho and Rudman (2009), Christensen (1994,

2009), Dorfman (1983), Fox and Short (2003), and Norton (1990, 2009), describe how stories

convey powerful messages to children about social and moral behaviors and ideas, and are a

powerful tool for teaching and learning. One goal of this research is to bring awareness to

possible messages revealed when books are analyzed through a critical lens. Another goal is to

empower educators to critically analyze books used in their practice; to decrease the chance

that a teacher will send the message to tolerate each other when their actual goal/educational

objective was to challenge inequities. This brings me to my primary and secondary research

questions.

Primary Research Question: What messages are revealed when analyzing a selection of

Multicultural picture books through a critical lens?

Secondary Questions: How do books classified as Multicultural correlate with the different

philosophies (teaching tolerance, heroes and holidays, and equity and social justice) within the

continuum of Multicultural Education? In addition to this, what implications of the analysis are

there for classroom teachers?

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My own practice is grounded in the philosophy of Multicultural Education with an

emphasis on equity and social justice. According to Nieto (2007), Multicultural Education may

sometimes be seen as a continuum. She describes one end of the continuum as teaching

tolerance; the capacity to bear something, endure, but not embrace differences. In the middle

of the continuum is a heroes and holidays approach; that Nieto described as a basic acceptance

of “others” or, in educational practice where bits and pieces of the “other” are included here

and there, typically tokenizing the “other” or reinforcing stereotypes. Nieto continues that at

the other end of the continuum is affirmation, solidarity, and critique, which, in my perspective,

creates an equity and social justice lens to Multicultural Education. Nieto describes the

implementation of this philosophy by infusing multiple perspectives of dominant and

subordinate groups into all components of learning with a focus on looking at inequities,

injustices, and issues or power, while also addressing how to create change. The blend of

practices Nieto discusses are affirmation, solidarity, and critique end of the continuum creates

the philosophy as equity and social justice-based Multicultural Education that is the theoretical

foundation of this research.

This philosophy guides my daily practice as an educator. Throughout my practice I

have always used children’s picture books as a critical tool for engaging students in powerful

conversations and addressing issues of equity and social justice, while also teaching various

literacy skills, comprehension strategies, or introducing a new topic. For example, prior to a

unit on Ecology with elementary students I would read either A River Ran Wild (Cherry, 1992)

or The Lorax (Dr. Seuss, 1971), as both picture books depict the interconnectedness that best

defines ecology as well as the devastation that can occur when we do not care for ecosystems.

My use of picture books is supported by Lobron and Selman (2007) that state that stories that

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contain social issues assist students in developing and exploring their own beliefs about issues

such as racism, prejudice, and social justice; such texts also provide the opportunity for literary

instruction and developing strategies for readers to extend the meaning behind the text.

Over the years as a classroom teacher I have come across many books that have been

deemed great Multicultural Education books to use in my instruction. While looking at one of

these Multicultural picture books, I find myself wondering who decided that these specific

books were a piece of great Multicultural literature or an education tool. My wonderings

include wanting to know what criterion were used to make this determination and discovering

what possible messages were in these books. I was also intrigued in finding out which

approach of Multicultural Education was being modeled through these books (i.e., are the

messages more of a teaching tolerance approach or does the book really get at issues of equity

and social justice). My reflection has lead to the conclusion that answers to these questions are

needed not only to ensure quality equity and social justice education is occurring, but even

more importantly, so teachers understand the messages behind the literature they are using and

its impact. All of these unanswered questions support my research goal of examining picture

books that people have deemed Multicultural literature.

The purpose of this research project is to critically analyze a selection of the literature

that is deemed to be Multicultural picture books and reveal possible messages, while also

finding out at what placement on the continuum of Multicultural Education these books fall and

the impact this may have on classroom teachers. On a deeper level, the purpose is also to

improve educational practice while illuminating social issues through a blend of what

McMillan and Schumacher (2001) and Marshall and Rossman (2006) term explanatory,

descriptive, emancipatory, and exploratory research. A potential outcome of this project is

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discovering messages found in the picture books and describing and explaining the patterns

discovered in the group of books analyzed. In addition to this, by the nature of the research, it

creates an opportunity to engage in social action and empower teachers to begin thinking

critically about the materials used in their own classrooms. This is done by shedding light on

possible messages revealed through analysis, showing the correlation between a specific book

and how its messages connect to a specific placement on the continuum of Multicultural

Education, as previously described by Nieto (2007), and providing teachers with a process and

instrument to use with books used in their own classroom. This process could also be used by

librarians who may select or recommend books.

Definitions

Multicultural Education, Multicultural children’s literature, equity, social justice,

empowerment, power, privilege, dehumanizing bias, and picture books are terms that will be

found throughout this paper. The following definitions are a starting place for the meaning

behind these words used throughout this dissertation.

Multicultural Education. In Annenberg Media’s Professional Development (1997-

2010) online Workshop 7: Social Justice and Action, Nieto describes Multicultural Education

as the same as basic education such as math, reading, and writing. She continues that it is not

something that should be seen as an add-on or separate from the core curriculum, rather as a

basic knowledge for living in today’s world. Nieto also describes thinking of Multicultural

Education in a socio-political context, meaning as educators we cannot just focus on the fun or

comfortable aspects of diversity such as food, music, or other cultural traditions. She shares

that while those aspects are a piece of the Multicultural perspective, one must also confront the

institutional policies and practices that marginalize groups of people each day. Adding to

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Nieto’s definition is Lee (2009), who states Multicultural Education is “fundamentally a

perspective” (p. 10). She continues that it is a point of view that cuts across all subject areas,

looks at the histories and experiences of the people who have been left out of curricula, and

creates a more equitable educational environment. My literature review will describe in detail

the different philosophies of education that fall under the umbrella term Multicultural

Education.

Multicultural children’s literature. Harris and Willis (2003) state that the definition of

Multicultural children’s literature is influenced by the philosophies of Multicultural Education,

critical pedagogy, and critical literacy. They describe the term Multicultural children’s

literature as fluid and linked to the ever changing and shifting historical, sociopolitical, and

economic contexts of the world around us. Historically, they add that Multicultural children’s

literature was by and about people of color in response to the underrepresentation and

disempowerment of people of color in US society, curricula, and children’s books. Similar to

the expansion that Multicultural Education has experienced, Multicultural children’s literature

now encompasses a much broader scope and must focus on the populations who have

experienced exclusion or marginalization.

Equity. Nieto (2000) defines equity as a more comprehensive term than equality, which

often times is used interchangeably. Nieto describes when considering education, equality

encompasses the notion of providing everyone with the same resources and opportunities for all

students, while also looking at the individual skills, talents, and experiences people bring to the

table. She continues that equity takes this a step further than equality; equity is the suggestion

of fairness and that equal does not necessarily mean fair. For example, when considering

school funding, government can give each school the same amount of money per student and

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this would be equality, however, recognizing that different students will require different levels

of funding is equity.

Empowerment. Page and Czuba (1999) define empowerment as a process that is multi-

dimensional and that helps people gain control over their lives, the community they are a part

of, and in society. They continue that empowerment can occur at the individual, group, or

community level. Derman-Sparks and the ABC Task Force (2000) describes the notion of

empowerment as the goal of anti-bias education or Multicultural Education. She adds that

empowerment specifically is when people have the ability to confront oppression and work

together to create change.

Power. Johnson (2006) describes power as being connected to a socially constructed

reality. He continues that power, in essence, is a privilege that comes with being a part of the

dominant group. He identifies an identity wheel (diversity wheel) where people can look at

various identities such as age, race, religious beliefs, or income. With each piece of the wheel

there is a dominant and subordinate group and this produces an oppressive social structure

where people are organized to encourage the inclusion or exclusion of people based on

differences. He adds that this system of power also allows people to be credited or discredited,

elevated or oppressed, valued or devalued, left alone or harassed. Johnson states that an

outcome of having this power based on membership to various identity groups is privilege.

Similar to Johnson, Tatum (2000) states that dominant groups hold the power and authority and

set the parameters for the subordinate groups to operate. The dominant group thus has the

power and influence to determine the structure of the society. In regards to this specific

research project power is being looked at through the content and illustrations in the selected

picture books.

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Privilege. Rothenberg (2005) states that privilege is an advantage or a right that is not

available to everyone, typically as a result of a social status or an identity one holds. In

addition to not being available to everyone, Wildman and Davis (2005) describe privilege as

“systemic, not an occasional occurrence” (p. 95). Both Wildman and Davis (2005) and

Rothenberg (2005) examine the aspect of invisibility embedded within privilege.

Rothenberg explains that privilege is often invisible to those who benefit most from it.

The privilege those in the dominant group experience becomes like water for fish; one is so

immersed in it, it is invisible, something that is seen as the norm and the way things have

always been. Unlike Rothenberg (2005), Wildman and Davis (2005) would not describe it as

invisible, but rather to the holder it is simply there, a normative part of their life, the way things

are, and those that lack it must be deficient. Black and Stone (2005) expand on these ideas and

capture the notion of privilege through five core components. Through these components

privilege is described as: a special advantage for the dominant group that is not universal;

something that is granted, not earned through effort or talent; it is a right or entitlement based

on a status or rank, based on membership to the dominant group; it is a benefit for the recipient

at the detriment of those in the subordinate group; and is seen as a status that often the person

receiving is unaware of its presence.

Dehumanizing bias. Derman-Sparks and the ABC Task Force (2000) and Bergen

(2001) share that bias is any attitude, belief, or feeling a person may have towards a person or

group that results in, and helps to justify, the dehumanizing treatment of an individual because

of their identity connected to a subordinate group. Derman-Sparks and the ABC Task Force

(2000) continues that in a sense it is an unfair preference or dislike of something that, as Bergen

(2001) adds, are typically played out in prejudice and oppression.

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Picture books. Murphy (2009) and Backes (2001) describe picture books as short text,

about 30 pages long, that contains intriguing illustrations that enhance the text which can range

from a few words to a paragraph on each page. Backes (2001) adds that these types of books

are often read aloud. According to Galda and Cullinan (2002), picture books tell a story or

develop an understanding of a concept through the blend of text and illustrations. They

continue that the content of picture books falls into any of the genres. Galda and Cullinan add

that formerly, picture books were mainly for preschool and primary aged children, but today

readers of all ages find value in them.

Potential Significance of Proposed Research

This research project is exciting because it could provide insight to many of my

unanswered professional questions and fill a void in the research literature. When conducting a

basic literature search for this research, I searched both ERIC and Education Full Text

databases. The descriptors I used for these searches included Multicultural Education,

Multicultural Education and children’s literature, Multicultural Education and picture books,

Multicultural Literature, social justice education, and social justice education and children’s

literature. From these searchers there were over 5000 articles and books about Multicultural

Education, but, when making the search more specific to children’s literature, there were less

than 100. When reviewing these specific articles and books they simply gave suggestions on

what books to use in a teacher’s practice. The initial review of the literature did not reveal any

resources about the criteria or process used to identify Multicultural books being recommended

for the use in classrooms or how they connect to the various philosophies on the continuum of

Multicultural Education.

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For example, the book Amazing Grace (Hoffman, 1991) is on many lists of

Multicultural picture books such as the Hennepin County Library (2010) list of Multicultural

Picture Books, and also is a title I have found teachers to use in their practice. What criterion

was used to determine that this book should be placed on such lists? Is it because there is

representation of people of color; is it because it challenges gender roles; is it because the

message within the plot is to empower the reader to stand up for themselves and not let

someone tell them they can or cannot do something because of their identity? When

contacting the Hennepin County Library and inquiring about their list, their children’s

reference librarian shared that they do not use any specific criteria to identify the books for this

list, rather it is updated annually by a group of librarians that meet and look at what books are

new or coming in. The group of librarians’ goal is to ensure the list simply has a balance of

different cultures or languages and typically are about kids balancing between two cultures.

In addition to wondering how these books get recommended I wondered if there was a

connection between how characters are portrayed and the possible messages within the plot of

these recommended books to the various philosophies of education that fall under the

Multicultural Education umbrella. Being able to place a book on a continuum such as Nieto’s

(2007) could provide a better indicator for teachers, parents/caregivers, librarians, or social

service providers as to why the book should be used as a Multicultural tool while also giving a

more specific definition of the philosophy the book supports.

This project also leaves many possibilities for the professional community when it is

completed. For example, if I identify picture books that send a teaching tolerance perspective

or leave issues of power or privilege unchallenged that could inform a teachers decision on how

the book is used. Does that mean these books should just never be used again? I do not think

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so; rather, this is an opportunity where teaching tools could be created to accompany the text as

a resource for teachers. This resource could shed light on the messages within the text and

provide suggestions for best practices in using the text with students; in essence, using the text

as a teaching source with students.

Chapter Two is an overview of the current literature connected to my research question.

It begins with looking at Multicultural Education as an umbrella term and then addresses three

different philosophies that fall under this term. Next, there is a section which looks at the

literature that discusses the importance for analyzing books, specifically books used with young

children. The chapter concludes with describing past and present research that is similar to this

research project.

Chapter Three describes the qualitative research paradigm this dissertation was

conducted in and the rationale for document analysis as the primary research method.

Throughout this chapter the process of selecting books is described, the rationale for now the

analysis instrument was created is shared, and details of the pilot study are provided. Finally,

the chapter ends with describing how the data was collected and analyzed.

Chapter Four provides an overview of the analysis process. Then it shares the findings

connected to the publication date, genre, and the inclusion or omission of characters based on

dominant and subordinate social identities. Next the analysis looks at the plots of the stories

for evident of empowerment and the invisibility of acknowledging dominant group power.

Finally the books are then connected by various traits to the three levels of Multicultural

Education, teaching tolerance, heroes and holidays, and equity and social justice.

Chapter Five shares my key understandings as they connect to my primary and

secondary research question. Then the chapter goes on to describe the implications and

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limitations for my research. Finally, I share possible next steps for the current research and

recommendations for future research.

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CHAPTER TWO

Literature Review

Introduction

My primary research question for this project is: what messages are revealed when

analyzing a selection of Multicultural picture books through a critical lens? This is followed by

two secondary questions: How do books classified as Multicultural correlate with the different

philosophies (teaching tolerance, heroes and holidays, and equity and social justice) within the

continuum of Multicultural Education? In other words, which of these philosophies do the

books seem to best support? In addition to this, what implications of the analysis are there for

classroom teachers? When reviewing the literature connected to terms Multicultural

Education and children’s literature, three broad categories were uncovered, Multicultural

Education, analysis of texts, and related research. Throughout this chapter I will summarize the

key concepts connected to each category.

The first category examines the framework for this research, which is Multicultural

Education. In this section a brief history of Multicultural Education will be provided, followed

by a deeper exploration of the definition of Multicultural Education; specifically how

Multicultural Education can be thought of as a broad umbrella term that has three different

more specific philosophies that align under it. The three philosophies are teaching tolerance,

heroes and holidays, and equity and social justice; these three philosophies will be connected to

Nieto’s (2007) continuum of Multicultural Education. This section also focuses on the work of

Sleeter (2009), Au (2009), Nieto (2007), Banks (1997, 2007), Gorski (2008), Christensen

(2009), and Hackman (2005). This section will also discuss Social Justice Education and

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highlights the connections to Multicultural Education as an umbrella term. This category

creates the foundation for the framework behind this research project.

This second category focuses on what various authors and organizations state about the

importance of analyzing books used with young children. Galda and Cullinan (2002), Steiner,

Nash, and Chase (2008), and Botelho and Rudman (2009) all describe literature as a way for

young people to explore and understand the world around them, thus making it critical to

analyze the messages being portrayed in text and illustrations. This category is an important

piece to the literature review as it provides a rationale for the importance of the work in this

project.

The third category describes past and present research that is similar to this research

project, specifically the work of Kohl (2007), Dorfman (1983), Christensen (1994), Johnson

(1994), Wolpert (1994), Roderick, McClure, and Chief Roy Crazy Horse (1998), Bigelow

(2009), Caldewell-Wood and Mitten (1991), and Sims-Bishop (1982, 1991). In their research,

the above mentioned all critically analyze various forms of children’s text and describe in their

work the process used to complete analysis and outcomes. This aspect of the literature review

was instrumental in the development of the analysis instrument created to use in this research

project. It also provides insight for readers into various messages that can be found in text.

Framework for Research ~ Multicultural Education

The framework that grounds my research is the umbrella term Multicultural Education.

Sleeter (2009) provides a brief background to Multicultural Education and shares that it can be

traced historically back to the Civil Rights Movement, post World War II, and started with the

term multiethnic education. Sleeter explains that this term was used to bridge racial and ethnic

groups together, where at the time there was a divide. She also notes that the term

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Multicultural Education was later created to broaden the umbrella and include identities such as

gender and other forms of diversity. She stresses the purpose of Multicultural Education was

to be more than simply appreciating diversity or learning about the foods people may eat; rather

it is about justice, hence its ties to the Civil Rights Movement.

Sleeter’s description of Multicultural Education is similar to Au (2009) who describes

Multicultural Education as a teaching philosophy that is grounded in the lives of the students,

involves teaching multiple perspectives, and is a rigorous practice. He adds that this type of

learning invites students to engage in real social and political issues and creates a classroom

environment where students can engage with one another meaningfully. He continues that this

type of education is connected and infused to the entire curriculum, not just something that is

added here and there. Finally, Au states that Multicultural Education celebrates social

movements and provides students the opportunity to explore how social, economic, and cultural

institutions contribute to inequities.

This proposed research is grounded in the umbrella term Multicultural Education, but

specifically equity and social justice education. It is important to me that the reader has an

understanding of the philosophy that will be used during the analysis of the picture books and

determining the correlation of the books to the different philosophies on the continuum of

Multicultural Education (Neito, 2007). When considering Multicultural Education as a broad

umbrella term, I will be focusing on three levels of Multicultural Education described by Nieto

that fall within the umbrella, a continuum (Figure 1), with teaching tolerance at one end, heroes

and holidays in the middle, and equity and social justice on the other end.

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Multicultural Education

Figure 1. Multicultural Education as an umbrella term.

Nieto (2007) describes that Multicultural Education can sometimes be seen as this

continuum; at the beginning she starts with monocultural education. This is not included on my

continuum because, as Nieto explains, at this level school structures, policies, and materials are

represented only of the dominant group; diversity of any kind is ignored, and the notion of

“color-blindness” is celebrated. While on the surface it appears that this type of practice is

doing nothing, Nieto notes that it, in fact, is extremely problematic as it is reinforcing dominant

norms and ignoring pieces of people’s identities.

The continuum that guides the critical analysis in this research begins with Nieto’s

second level, teaching tolerance; the capacity to bear something, endure, but not embrace

differences. The goal at this level is assimilation. Nieto states that a movement beyond

tolerance is necessary if true Multicultural Education is to be more than a “superficial band-aid

or a feel-good” (p. 7) addition to a school’s curriculum.

Equity and Social Justice

Heroes and Holidays

Teaching Tolerance

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In the middle of my continuum is a heroes and holidays approach. According to Nieto

(2007), this sometimes is also considered basic acceptance of others. Banks (2007), who has a

similar continuum, describes this as the contributions or additive approach in which there is the

addition of ethnic heroes into the curriculum here and there. An example of the acceptance and

additive approach described by Banks and Nieto (2007) is when schools have events such as

Cinco de Mayo celebrations or Black History Month; they are using a heroes and holidays

approach. Nieto would argue that it is with this approach that bits and pieces of the “other” are

included here and there, typically tokenizing the “other” or reinforcing stereotypes. Banks

(2007) discusses how the use of this approach glosses over important concepts and issues that

address oppression and victimization. He notes that using this approach often leaves the

“other” being portrayed as strange or exotic, thus reinforcing stereotypes and misconceptions.

It also fails to help students see society from diverse cultural and ethnic perspectives.

Gorski (2008) deepens this critique and adds that it is through heroes and holidays

experiences such as taco night that, while the intentions may be good, in reality it is simply

reinforcing stereotypes with which the students have been socialized since birth. He continues

that often these practices are in place in schools because they are safe and comfortable for those

of the dominant group; the infusion of the subordinate group here and there offers no challenge

to the dehumanizing bias, power, privilege or the practices that maintain the marginalization of

the oppressed subordinate groups.

At the other end of my continuum is an equity and social justice education approach.

Nieto (2007) calls this affirmation, solidarity, and critique. With this approach the curriculum

has gone through a tremendous change; multiple perspectives are embedded into all

components of learning, and with all learning there is a focus on looking at inequities and

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injustices, as well as how to create change. Similar to Nieto is Christensen (2009), who adds

that the learning environment created through this approach is one where students feel safe

enough to take risks; students are more engaged with the curriculum because it focuses on

content that really matters, and real life is at the center of what is being learned.

Hackman (2005) focuses on the critique and creating change aspect on this end of

Nieto’s (2007) continuum and discusses that, through social justice education, students are

encouraged to take an active role in their own learning while teachers are also supported in

creating environments that are empowering, democratic, and critical. Hackman (2005)

continues that at this level of Multicultural Education one is not merely examining differences,

but is paying attention to systems of power and privilege and encouraging students to examine

oppression on multiple levels.

It is at this level of Multicultural Education one begins to see some connections to

Social Justice Education, which is considered an independent educational philosophy from

Multicultural Education. As Nieto (2007) and Hackman (2005) describe, at this level of

Multicultural Education there is a deep examination of systems of power, oppression,

inequities, and injustices, and encouraging students to engage in creating change. Ayers (1998)

describes social justice education as one that demands a dialectical stance, one focus on the

students and the other on the context. He adds that this type of teaching engages students to

identify obstacles and create change.

Building on Ayers is Bell (2007), who adds that this philosophy of education is both a

process and goal that looks at multiple forms of oppression and helps students understand

social differences and oppression in their personal lives and in social systems around them.

She adds that social justice education also works with students to develop critical skills to

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understand their own socialization within oppressive systems and develop the sense to create

change and interrupt those systems in themselves, institutions, and their community to which

they are a part.

Adams (2007) argues that Social Justice Education, the blend of what is taught and how

it is taught, comes out of various other philosophies and theories such as Social Identity

Development Theories, Multicultural Education, Critical Race Theory, a Feminist Framework,

Social Action, and Critical Pedagogy. She describes this practice as balancing the emotional

and cognitive components of the learning process to ensure a safe place to learn for students.

She adds that this practice also acknowledges and supports the personal interests students bring

while illuminating the interactions among the group. Adams further states that using Social

Justice Education builds social relations in the classroom and provides students a chance to

name behaviors as they emerge from the real life group dynamics. If, for example, during a

conversation about the Civil Rights Movement a student makes an offensive comment about

People of Color or validates the actions of oppressive Whites, the setting is created for

classmates to address this behavior and engage in critical dialogue. Finally, Adams shares how

using Social Justice Education balances different learning styles and the various needs of the

students. Hardiman and Jackson (2007) summarize that in order to teach social justice

education, one must understand oppression as a social phenomenon; everyone must understand

that oppression has consequences for all and that all forms of oppression are interconnected.

A strategy to implement equity and social justice education is to use children’s literature

as books are often one of the first educational tools children are exposed to. Understanding the

framework behind this research leads us to the next aspect of why it is important to analyze

books.

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Importance of Analyzing Books

As Galda and Cullinan (2002) describe, literature provides entertainment and

information for young people. It provides a way for them to explore and understand the world

around them. It is meant to enrich their lives. Information provided by literature includes

young people learning about people and places on the other side of the world as well as ones

down the street. It provides a way for young people to explore their own feelings, shape their

own values, and imagine lives beyond the one they live. Similar ideas on the values of

literature are described by Steiner, et al. (2008) with a specific focus on Multicultural literature.

Steiner, et al. (2008) share that literature, specifically quality Multicultural literature,

provides an opportunity for all children to see themselves in books; fosters a positive self-

esteem; prevents people from feeling isolated; and cultivates respect, empathy, and acceptance

of people. They continue by advocating that to avoid literature having an opposite effect it

must be analyzed to ensure the messages being portrayed are accurate and valuable. Steiner, et

al. also add that because literature can have such a impact on children, it is important that the

literature depicts people from multiple identities interacting with one another, to ensure the

“difference” is not the focus of the text, rather an integrated part of the larger story.

Similarly, Botelho and Rudman (2009) use the metaphor of mirrors and windows to

describe how children not only need literature in which they are reflected so it can affirm who

they are, but also need literature that provides a window so they can view a variety of

differences. They add that children’s literature creates an opportunity where children can meet

people across lines of social differences. To ensure that this exposure is accurate there is a

need to make sure that the literature teachers are using is analyzed from a critical perspective.

They argue that texts are socially constructed and told from a particular viewpoint, often that of

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the dominant group, so books need to be deconstructed and understood through the

sociopolitical context in which they were framed. In addition to the importance of the critical

review of Multicultural literature, Botelho and Rudman also acknowledge that Multicultural

literature is a vehicle to engage children in discussing social and emotional issues, while also

engaging them in social action and justice work. These two important components of

Multicultural literature are supported by Partners Against Hate (2003) and the Anti-Defamation

League (ADL) (2003).

Partners against Hate (2003), an organization that works to eliminate bias and hate and

ensure equity and justice, adds that books are powerful tools in helping young people

understand their homes, communities, and the world around them. The impressions and

messages within the books they read can last a lifetime. The organization states that,

unfortunately, children’s books often contain the same biased messages as other forms of

media, and because children are interested in the plot and the characters of the story it is

unlikely they will know or consider that there may be dehumanizing bias messages or other

stereotypes in the text.

Similarly, the Anti-Defamation League (ADL) (2003) states that when books reflect

people in the world it provides an opportunity for children to learn to develop respect for self

and others. The organization describes quality literature as a two-way mirror, where children

can see themselves reflected and can explore the world around them. In addition to this, quality

literature can be an avenue through which children can see people from diverse backgrounds

playing and working together, solving problems, and overcoming obstacles. They add that

quality literature also challenges stereotypes and provides realistic glimpses into the lives of

people, helping children to learn to see unfairness and how to challenge inequity. The ADL

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also shares that if young children are exposed to dehumanizing bias messages over and over,

there is a danger that such distortions will become a framework for their own thinking.

Keeping that in mind, the Council on Interracial Books for Children (The Council)

(1994) found that children are repeatedly exposed to racist and sexist attitudes in books, and

that the overexposure of these messages gradually distorts their ideas until the stereotypes and

myths included in the stories are accepted as reality. The Council (1996c) adds that children’s

books are not just simply text and pictures; children’s books carry a message of a certain set of

values or morals that are molding young people’s minds. While this may seem like a positive

concept, according to the Council on Interracial Books for Children (1996c), the critical piece

is that children’s books typically reflect those messages that dominant society, and thus

children’s books, are portraying, and are in a sense a tool that is maintaining this dominance.

When defining the dominant group, the Council describes one that is very white, keeps females

in traditional roles, is oriented around the needs of the rich, focuses on individual achievement

instead of the well-being of community, and has systems that keep people of color, poor

people, women, and other oppressed groups in their place. In addition to organizations such as

Partners Against Hate (2003), the ADL (2003), and the Council on Interracial Books for

Children (1994, 1996c), Christensen (1994) also describes a similar impact literature can have

on its readers.

Christensen (1994) describes how children’s literature is very influential and how, over

time, the stereotypes and views embedded in these stories become accepted knowledge. She

explains Dorfman’s (1983) term “secret education,” which is believed to be delivered by

children’s books and movies that instructs students to accept the world as it is portrayed in

these “social blueprints.” Dorfman (1983) continues that these blueprints often depict a world

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where one gender, one race, one class, and one country are dominant over another, and that

through the main character readers absorb the dominant group’s norms and ideas. Dorfman

argues that while fiction stories are merely meant to entertain, they are also a primary shaper of

people’s emotions and intellect, teaching how to love, buy, conquer, forget the past, and

suppress the future. When reflecting on Dorfman’s work, Christensen (2009) explains that the

books educators bring into the classroom say a great deal about what the teacher thinks is

important, whose stories get told, whose voices are heard and whose are marginalized; so even

deeper than the messages that can be found in the books are the message about those voices

that are absent from them.

It is also critical to analyze children’s picture books because, as Fox and Short (2003)

state, “children have the right to see themselves within a book, to find within a book the truth of

their own experiences instead of stereotypes and misrepresentations” (p. 21). They continue

with discussing how books provide children with “insights into power and sociopolitical issues

while also serving to challenge the dominant, monocultural perspective” (p. 21) that dominates

most schooling. They add that the use of such books allows students the opportunity to tackle

issues of differences, equity, and assumptions, thus preparing them for success in an

increasingly diverse society.

Similarly, Norton (1990, 2009) connects how experts in the field of Multicultural

Education emphasize the importance of using literature to raise awareness and that these tools

are needed to help students grow a deeper understanding of themselves and others in the world

around them. Norton continues that Multicultural literature also helps students expand their

understandings of history and sociopolitical change while broadening their appreciation for

literature.

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When considering the impact children’s literature can have on students and wanting to

ensure equity and social justice education is at the foundation of teachers’ practice, the need for

analyzing text used in classrooms is obvious. The next section will review past and present

research that is similar to the research of this dissertation.

Past/Present Similar Research

Whether it be picture books, fairy tales, or movies, various people have spent time

looking at the messages in these texts. For example, Kohl (2007) takes a critical look at the

story of Babar and brings to light many perspectives not considered previously. When

conducting this research Kohl (2007) decided to focus his analysis on issues of power that are

represented in this story. Kohl states that power relationships are a critical component to

acknowledge as they are models for students of what is considered appropriate social and moral

behavior.

Kohl describes the process he used when conducting his research. This process

involved him asking himself various questions, such as, “Who has the power in Babar? Who

makes the decisions in the story? Who is obeyed and tells the other characters what to do? And

how is power distributed among the characters in the text?” It was through this process of

asking self-reflecting questions Kohl uncovered that in the story, power lies with the people,

not the animals. Specifically, he found that the rich lady, who takes Babar under her wing, tries

to assimilate him to act like a person by dressing him in human clothes and attempting to teach

him to eat. The underlying message, Kohl concludes, is that there are different classes of

people. In this instance, the rich lady is portrayed as better off, sending the message that the

rich class are better; whereas the elephants are seen as not as good as people, but might be if

they assimilate and act like people. Kohl makes the connection between the actions in this

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book and a form of colonization, when members of a group are seduced into letting those with

power proselytize them.

In addition to Kohl, Dorfman (1983) has done a similar analysis of Babar. In his

retelling, the messages he uncovers in the book are assimilate or fail. Dorfman describes that

there are deep messages of assimilation present; specifically, a goal of the character to fulfill

the dominant country’s colonial dream which leaves the readers looking at how happy the

elephants are once they have assimilated. He adds that he also sees messages of Babar playing

the part of the barbaric African and the rich lady being the Europeanized goal, giving additional

messages about conquest and enslavement.

Kohl (2007) goes beyond his analysis of Babar and also looked at the stories of

Pinocchio and Little House on the Prairie. Kohl describes in his review of Pinocchio the

notion of what is considered good and what is considered bad or evil, and how those attributes

are portrayed through the main character. He also discusses the sexism messages found in the

text, such as boys will be boys and that boys are mischievous, apt to get into trouble, and more

adventurous; compared to the female in the story, the blue fairy who is mild-mannered, passive,

and nurturing. Kohl also describes the false realities of immigration that can be inferred from

the story. He summarizes that Pinocchio runs away to America where he has the idea he can be

free to do whatever he wants. When Pinocchio gets there he is homesick for Gepetto, his

father, and just leaves and goes home. Kohl believes this depicts an unrealistic picture of the

immigrant experience, as few immigrants are in the sociocultural position to go back and forth

due to socioeconomics, political climate of the country leaving, or immigration laws.

Kohl (2007) shares that, to some, the stories of Little House on the Prairie may be seen

as a classic, but to others who take a closer look, they will notice that Native Americans in the

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book are seen as barely-human savages. While the series of stories is about the personal tales

of White settlers, it is also about the conquest of the prairies, which can be seen as

dehumanizing to the Native people who had their land stolen from them.

Christensen (1994) did similar research uncovering bias in fairy tales and films,

specifically Disney movies. With her students, Christensen uncovered that various fairy tales

and films present women as passive, whereas men are strong; people of color are either

nonexistent or evil. This research was done looking at fairy tale books such as the Ugly

Duckling, films such as Snow White, The Little Mermaid, and various other texts, such as

cartoons and comics. Her analysis was done by charting stereotypes while watching films or

reading text; specifically looking at women, men, and people of color. She provides critical

questions to guide the charting, which includes who plays the lead, buffoon, or servant; what is

the race, station in life, mission, and body type of each character; what would children learn

from the portrayal of people of color; which characters are women, what roles they play, what

concerns they have, what jobs they have, and what messages this sends to children about

women. The blend of these questions are addressed for various characters in the text and then

analyzed for stereotypes.

Johnson (1994), a student of Christensen who participated in this analysis, shared that

after reviewing books and cartoons she discovered they included issues about the roles of men

and women in society, as well as about people of color. Based on the analysis she conducted

she describes how text can create images in people’s minds, where Indians are seen as savages

or Arabs are seen tearing through the desert in robes with swords. She also adds that sexist

images have been created about women, as often their roles lack intelligence or depth and are

portrayed as helpless and need to be saved by a prince. Johnson discusses how these

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messages and stereotypes come directly from cartoons, advertising, and media that young

children are reading and watching on a regular basis.

Wolpert (1994) is another educator that has spent time analyzing text. She shares how

it is important to talk about the stereotypes embedded in so many favorite stories, such as The

Three Little Pigs. She wonders who decided that brick houses were better than straw houses

and suggests that the underlying message within the story is lazy people build straw and stick

homes while brick homes, which are strong enough to stand against problems, are built by

serious and hard-working people. Wolpert stresses that she thinks the best practice is not to

refuse to read books such as these, but rather use them as teaching tools. For example, with

The Three Little Pigs, through dialogue a teacher can work with students to challenge

ethnocentrism and see why homes in different parts of the world are different and the value to

each of them. Similar critiques of children’s stories and movies were found in Roderick’s et al.

(1998) work.

Roderick et al. (1998) critiques children’s movies, specifically Pocahontas, which was

later made into a children’s picture book and uncovers the inaccurate portrayal of the

characters. When looking at this specific example, Roderick et al. describes that more

disturbing than the inaccuracies in how Pocahontas is depicted is the distortion of the larger

story of the Europeans’ invasion. These authors’s explains that the story makes it seem that the

conflict was due to cultural differences and that each side had a responsibility in the conflict,

rather than the reality of one group colonizing over the other as their profits took precedence.

They also add to the discussion that while Disney’s ultimate goal for this movie, and later the

book, was to make money, the problem is what both the movie and book teach. She describes

that, unfortunately, the movie reinforces racism, stereotypes, and misunderstandings about the

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real people being portrayed in the movie. These findings go beyond forms of entertainment,

but also connect to curriculum found in schools. Similarly, Bigelow (2009) discusses his

analysis of nonfiction biographies of Columbus.

As Multicultural literature comes in various forms, so it is important to consider critical

analysis of the nonfiction genre as well. Bigelow shares that in his analysis five different

messages could be found that supports colonialism and racist ideas. These messages include:

teaching young children to accept white people ruling over people of color;

depicting the journey to the new world as some great adventure;

characterizing Columbus as a brave, smart, and determined hero compared to the other

sailors who are shown as stupid cowards;

that “Americans” should be lucky he made the discovery;

and that a strong Christian base is needed for God to be on your side.

Bigelow argues that these messages justify colonialism and racism, and create an anti-working

class message. Bigelow also shares that it is not just the bias in the books that is concerning in

this case, but that the omission of multiple perspectives or truth is just as detrimental. In

addition to this he found that none of the books asked students to think about the story or ask

themselves questions such as, why do you think Columbus felt he could just claim the land;

how might the Native Americans been feeling or thinking during this experience; or what have

been the short and long term consequences of Columbus’s expedition?

Another critique of the portrayal of Native Americans was done by Caldwell-Wood and

Mitten (1991) who argue there are many “good” books, meaning well-written by respected

authors, that are terrible when considering the depiction of Native American people. They

continue that in text such as The Indian in the Cupboard (Banks, 1985) and its sequel, much-

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loved books by librarians and readers, there are subtle dehumanizing stereotypes and

misperceptions. Their specific critique of Indian in the Cupboard describes the Indian as a

miniature toy, an object or thing that is dressed like a western version of a generic Plains Indian

with a headdress and all. In addition, they describe that the book depicts the Indian in the most

stereotypical terms and shows a person who only speaks in subhuman grunts and partial

sentences. Throughout the plot of the story the Indian is manipulated by the more powerful

white child.

Similar to the in-depth look at the depiction of Native Americans done by Roderick et

al. (1998), Bigelow (2009), and Caldwell-Wood and Mitten (1991), is Sims-Bishop (1982),

who conducted a study specifically on books published by and about African Americans

between 1965 and 1979. In this study Sims Bishop considered who the implied reader of the

book was and the books’ cultural perspective or focalization. Again using guiding questions to

analyze the books, Sims-Bishop organized the 150 books into three categories: social

conscience, melting pot, and culturally conscious, which created the framework used

throughout her analysis. Recognizing the time and place in society that these books came from,

Sims-Bishop (1991) asserts “if you want authentic African American experience, go to the

people who have lived it and who bring those life experiences to bear on creating literature for

children” (pp. 34-35).

The past and present research described above provides a snapshot of what other people

have uncovered when analyzing text. Reviewing this material helped me gain an understanding

of how these researchers conducted their studies. This leads to the next chapter, which

describes the research design behind this project.

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CHAPTER THREE

Methodology

Research Paradigm

My primary research question for this project is: what messages are revealed when

analyzing a selection of Multicultural picture books through a critical lens? This is followed by

two secondary questions: How do books classified as Multicultural correlate with the different

philosophies (teaching tolerance, heroes and holidays, and equity and social justice) within the

continuum of Multicultural Education? In addition to this, what implications of the analysis are

there for classroom teachers? The research paradigm for this study is qualitative. Marshall

and Rossman (2006) describe qualitative research as research that takes place in the natural

world, is emergent, and fundamentally interpretive. They continue to explain that it is a broad

approach to studying a social phenomenon. In regards to my specific research questions the

social phenomena that is being addressed is possible messages are uncovered in Multicultural

picture books and therefore a qualitative approach is well suited to my research question and

purpose. McMillan and Schumacher (2001) add that qualitative research is collecting data in a

face-to-face setting, followed by describing and analyzing actions, thoughts, and perceptions

from the data. They also share that in essence qualitative research presents data as a narration.

The research design for this study required that I work “face-to-face” with the books that were

analyzed, describing their content and their illustrations, and then created a narrative summary

of my findings.

Picture Book Selection Process

This research design required compiling lists of Multicultural Education picture books,

developing an analysis instrument, and using the instrument to analyze the books from a critical

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lens to reveal possible messages. The process used to identify books was what McMillan and

Schumacher (2001) term reputational sampling; meaning gathering recommendations from

knowledgeable experts to obtain best examples for this study. The first step was gathering lists

of Multicultural picture books by conducting internet searches to obtain lists of books

suggested to use as Multicultural picture books. This was done using typical internet search

engines such as Google and searching for Multicultural Education Picture Books. Through this

process I found three libraries that had specific lists of Multicultural picture books. These

included the Hennepin County Library, MN, the Duluth Public Library, MN, and the Boston

Public Library, MA.

Through this search process various reading organizations and resources were found.

The first was the Reading is Fundamental (RIF) website. RIF (2007) is the oldest and largest

children’s and family nonprofit literacy organization in the United States and its priority is to

reach underserved children. On their website they have a list of what they deem the best

Multicultural Read Aloud Books. I looked through all of the books that were listed and

identified all of the titles that were picture books. I was able to do this by checking each book

listed on the library database to determine what type of book it was as there were a blend of

picture books and chapter books.

Sticking with the reading resources theme, I next reviewed two literacy books, both of

which state a connection to Multicultural Education. One of these books was put together by

the National Council of Teachers of English (NCTE) and called Kaleidoscope: A Multicultural

Booklist for Grades K-8 (Sims-Bishop, 1994). Within this book there are two sections: books

for very young children and picture books from which additional titles of picture books are

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located. The other book was Strategies that Work by Harvey and Goudvis (2000), which also

has an appendix which lists picture books that connect to contemporary social justice issues.

The search then moved to resources connected to Multicultural Education, starting with

Wolpert’s (2005) book, Start Seeing Diversity, which has a suggested list of books in the

appendix to use with children. Moving on to the National Association for Multicultural

Education (2010) website, I found titles from a list of recommended Multicultural picture

books. The last organization reviewed was the Syracuse Cultural Workers Tools for Change

(2010) online catalog. This organization is a Peace and Justice Publisher and Distributer. It

was founded in 1982 and is a progressive publisher committed to peace, sustainability, social

justice, feminism and Multiculturalism.

All of the book titles that were identified were from sources that stated a clear

connection to Multicultural Education or had in the organizations description of the list a

focused on equity and social justice education. There were a number of other organizations and

books also reviewed, but their resource lists did not explicitly state that they were Multicultural

literature. For example, the Teaching Tolerance (n.d.) website does not have a specific list of

books, but rather embeds book titles in some lesson plans. Since these titles were not on a list

stating specifically that they were Multicultural Education picture books, I did not include these

titles.

Again, this process utilized what McMillan and Schumacher (2001) term reputational

sampling; meaning gathering recommendations from knowledgeable experts to collect the best

examples for this study. For this study, organizations and authors were considered experts if

they were connected to literacy education or Multicultural Education. As a literacy teacher,

advocate for Multicultural Education, and scholar, I know there are many other places, perhaps

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better resources, to obtain lists of Multicultural books. However, for the purpose of this

research I wanted to follow the path I envision typical classroom teachers would follow, with

time and resource constraints, to generate ideas for books to use in their classroom. To ensure

the lists collected represented titles from other scholarly sources they were checked against

books suggested from The Cooperative Children’s Book Center (2010), which has a section

dedicated to Multicultural literature. The generated lists were also compared to a study done by

Gorski (2010), where he collected the titles of the best children’s books in this field. When

comparing the generated lists to these two additional resources, the same titles were

represented.

Once all that data was collected from the searches, a list of suggested books was created

(Appendix D). This list holds a total of 384 picture book titles from the nine different sources.

With the list compiled, frequency of suggestion was then used to narrow the list. For example,

if a title was mentioned in all of the searches, that title would have a high frequency of

suggestion. An important aspect of this research design was to select titles that are most

common as they may be more well-known, thus used more frequently in classrooms. To

determine frequency, I reviewed the list and looked for all the titles found on three or more

lists. Only two books were identified with this frequency. Wanting a bigger sample size, I then

reviewed the list again and identified all the titles found on two or more of the lists compiled.

From this process a total of nineteen books (Appendix E) were identified that would be

reviewed in this research project.

Rationale for Document Analysis

With this initial process completed, I was ready to begin my proposed research; the use

of document analysis, also known as content analysis. For the purpose of this study, document

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analysis and content analysis are synonymous and only the term document analysis will be used

when discussing the research method. In regards to this research study, the documents that

were analyzed are the nineteen selected Multicultural Education picture books. When looking

at various research methods, document analysis, in its description alone, provided a research

instrument to accomplish the goals of this study.

According to Rapley (2007), document analysis, simply put, is working with or

exploring text. He describes that through this exploration one is looking just as much at what is

said to what is not said; the silence, gaps, or omissions. Similarly, McMillan and Schumacher

(2001) describe this method as the process of analyzing, criticizing, and interpreting the artifact

or document. Through this research project, the Instrument for Critically Analyzing

Multicultural Books was developed and used with the nineteen picture books selected to guide

the process McMillan and Schumacher describe. This process looks at what is present and not

present in each book, as well as creating an outline for analyzing the books.

Marshall and Rossman (2006) dig deeper into the explanation of document analysis.

They describe three genres found within the qualitative research paradigm. One of the genres

they describe is language and communication, in which the main method used in this type of

research is document analysis. Comparable to Rapley (2007) and McMillan and Schumacher

(2001), Marshall and Rossman (2006) describe document analysis as the process of looking at

written materials such as textbooks, novels, newspapers, or e-mail messages, and describing

and interpreting the documents. Anderson (2004) also terms this method as document analysis,

which falls under what he describes as descriptive research. Anderson shares that this method

is the analysis of documents and creating a systematic description of the content. He continues

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by sharing various uses for this method, one being the evaluation of bias and prejudice in

printed materials.

Rationale for Instrument Design

It is through the use of document analysis that my data collection began. Marshall and

Rossman (2006) share that one way researchers typically gather information for their data

collection is by analyzing documents, or picture books in the case of this study. Using the

work of Christensen (2000), Kohl (2007), Dorfman (1983), Botelho and Rudman (2009), Sims-

Bishop (1982), Council on Interracial Books for Children (1994, 1996c) and Norton (1990,

2009), the Instrument for Critically Analyzing Multicultural Books was created to conduct the

document analysis of the selected picture books. Each author uses various techniques, such as

reflective questioning, to review books. These strategies have been blended together to create

the instrument that will be used through this research project. Figure 2 shows the original

version of the instrument that was created.

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Book Citation:

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character: Character: Character: Character:

Reflective questions on :

How are people in the book depicted based on: (when reflecting on these depictions keep in mind the role of dominant and subordinate relationships associated with oppression that

may be reflected in book; for example how are the female characters depicted compared to the male characters; see attached grid for

outline of dominant and subordinate groups)

Gender

Race

Religion

Socioeconomics

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical, cartoon images portrayed?

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

What are the characters’ motivations? (Goals/missions out of situation/life)

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the buffoon? Who plays the servant? Does a character need saving?)

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to the story?

Who has the power or privilege in the book? How is it used? How does this impact other characters in the book?

Are there any examples of dehumanizing bias noticed?

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are characters seen creating change,

standing up for others, and/or work to eradicate forms of inequities and injustice?)

How does the story invite students to engage in real social and political issues?

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book… Summary of my thoughts on using the instrument…

Bias and positionality on book… Bias and positionality on using the instrument…

Figure 2. Original instrument for critically analyzing Multicultural books.

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The instrument is set up for there to be five different readings of the same picture

books. The layout for each reading was developed by looking at the work of Harvey and

Goudvis (2000) and Pilonieta and Medina (2009) who share that, just like planning a lesson,

before reading people need to be clear on what they want to get from the reading. In addition,

Pilonieta and Medina (2009) add that setting the purpose for the reading is a strategy readers

use to enhance understanding of the text; simply asking yourself why you are reading this and

what you are trying to find out helps focus the brain for the reading. Gallagher (2004) calls

setting the purpose for the reading as a way of focusing the reader and encourages readers to

have a focus question while reading to ensure they know what they are looking for in the text.

Similarly, Harris (1999) reminds us when applying critical theories to children’s literature

questions should emerge through the reading and be asked to oneself. Thus, each reading on

the instrument has a specific focus and poses questions for the user.

The first reading is just to gain familiarity with the text, as Gallagher (2004) stated;

simply getting introduced to what is being said. In this stage the reader engages with the text

on a basic level by simply reading it and becoming familiar with the basic plot and characters.

There are no specific questions to answer with this reading, just an entry point developed for

the remaining readings.

The second reading is focused on looking at characterization and depiction of characters

in text and illustrations. In this reading the analyzer is describing in detail the characters in the

story. In addition, the analyzer is asked to consider the role dominant and subordinate group

membership may or may not play out in how characters are depicted. As described in the

literature review, books serve as a social blueprint for society and it is important to identify

what dominant messages about race, class, gender, or other social identities are embedded in

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the book. In addition to this, note will be taken if there is no representation for a specific group

membership, as Botelho and Rudman (2009) remind us of the importance of looking for who,

meaning characters, is present as well as who is not present in the story.

Thus far in the outline, the focus of the second reading seems to be on the text.

However, the illustrations are also a critical piece to the analysis for this day as well, as the

visuals are telling the story for young children. The Council on Interracial Books for Children

(1996c) suggests that when looking at illustrations one is looking for stereotypes, tokenism,

and, more specifically, what the illustrations show the characters doing. These ideas guide the

questions developed on the instrument for looking specifically at the illustrations.

The third reading is based on analyzing the plot of the text. The Council on Interracial

Books for Children (1996c) argues one must look closely at the story line or plot, specifically

how problems are presented and resolved. When considering this the analyzer is addressing the

roles characters play and characters’ motivations or goals within the plot as connected to

dominant and subordinate group membership. In addition to looking at the plot, the analyzer

will be looking at issues of power and possession and how it relates to the plot of the story.

Foucault (1995) encourages that questions be asked such as who has and exercises power when

critically analyzing a children’s Multicultural book.

The fourth reading is geared around looking for evidence of empowerment in the text.

This is an important piece within the Multicultural analysis as Derman-Sparks and the ABC

Task Force (2000) states that empowerment is the goal of anti-bias or Multicultural Education.

At this stage the analyzer will refer back to the plot of the story and identify if there were

examples of characters standing up for themselves, standing up for others, or challenging an

injustice or inequity that may be present in the conflict of the plot.

45

The fifth and final reading is to give the analyzer another opportunity to review the text

as a whole and add any additional notes to any of the previous readings. This stage, similar to

the first reading, does not have any specific questions posed for the analyzer. Rather, it is

designed to allow the reviewer to once again look at the text as a whole and add any last

reflections.

In addition to the instrument having a built-in focus for each reading, it is also

embedding the practice of reading the book five times. Harvey and Goudvis (2000) share that

the more a story is read the better is it comprehended, which leads to inferring deeper meaning

of the text. They also state that rereading a text not only enhances the understanding of it, but

also leads the reader to develop insights. Gallagher (2004) discusses that rereading gets the

reader to a place where they can infer, or see and consider, ideas that are not literally on the

page but written between the lines. He adds that one reading is not sufficient to get below the

surface to a richer, deeper meaning and understanding of the text. Gallagher suggests reading a

text at least twice, as the first reading is simply an introduction to what is being said. The

following reading is where you can ask what it means and why it matters, truly digging deeper.

Pilot Study

The Instrument for Critically Analyzing Multicultural Picture Books is a critical piece

of the research study and I needed to avoid bias in my judgment. To address this before

conducting the analysis of the selected books, a pilot study was conducted, where I reviewed

two of the selected books using the instrument and then asked six other educators in the field of

education to review the same books using the instrument and compared our findings. Anderson

(2004) describes pilot studies as a small scale study conducted before the actual research as a

way of testing procedures and techniques. Through this process I used the strategy McMillan

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and Schumacher (2001) call negative cases or discrepant data, actively searching for

discrepancies in the use of the tool that in turn would impact the trustworthiness of my research

findings. Conducting the pilot study also allowed me the opportunity to use what Maxwell

(1996) terms triangulation by collecting information from different people and comparing their

findings with two of the picture books. This procedure had the potential to increase the

trustworthiness of the data collection analysis instrument.

The pilot study involved the analysis of two of the selected books, Virgie Goes to

School with us Boys (Howard, 2000) and A Birthday Basket for Tia (Mora, 1997). These titles

came from the list of nineteen that were selected for analysis through this research project.

These two specific books were selected at random by placing the titles of all nineteen books

into a bowl and selecting two from the pile. I then completed an analysis of both books using

the Instrument for Critically Analyzing Multicultural Books. Once my analysis was finished,

six educators were invited to analyze the same two books using the instrument (Appendix F).

The educators were selected as they each have a solid foundation in best educational practice,

yet each brought different expertise and experience based on the population with which they

work. Two reviewers work in higher education, one specifically in courses related to diversity

and education. Three reviewers work with elementary-aged students, with one having an

extensive background in early literacy. One reviewer works as a high school English teacher.

The first part of the analysis of data in regards to the pilot study involved comparing my

initial findings with the findings of the peer reviewers. On the peer reviewer instruments words

or phrases that match my initial review of the book are highlighted in yellow. This was done to

ensure consistency in big picture findings across reviewers and highlight the similarities found

when analyzing the text. This review found that the majority of responses were similar; while

47

there were some differences in wording or depth of responses, this is to be expected when

different people are analyzing the books. The next step in this review of the pilot study was

reading comments and suggestions made by peer reviewers about the use of the instrument.

The general consensus was that the instrument was helpful to push educators to look deeper at

the explicit and implicit content of the book through multiple readings of the book with a

specific focus. Some other questions or comments in this section that were provided included

whether the instrument needs to consider the author’s background or intent, the genre of the

book or context in which it was written, and the point of view in which the story is being told.

These comments and questions led me to amend the instrument to strengthen it.

The first addition was simply a section at the top of the instrument that instructs

reviewers to preview the book and determine if there is any information about the author’s

background or intent stated. For example, in Virgie Goes to School with Us Boys (Howard,

2000), the book jacket gives a brief biography of the author and her connection to the story. At

the back of the book there was also a short passage on “learning to be free,” which was a key

concept throughout the plot of the story. Reading the story without this information gives a

very different picture than considering the context in which it was written and the author’s

connection.

The next two additions were added to the third reading when looking at the plot of the

story itself. First, the reviewer is now asked to identify the genre of the book. According to

Galda and Cullinan (2002), a genre is a category that has defining characteristics which help

organize literature. The major genres include fiction and nonfiction, with subgenres underneath

those broad categories. In regards to this research project reviewers were asked to identify if

the book is fiction (not true) or nonfiction (true). Specifically for fiction, the reviewer was

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asked to identify the book as realistic fiction, historical fiction, or fantasy. Galda and Cullinan

(2002) define realistic fiction as fiction text set in modern times with events that could happen

in the real world; historical fiction as stories that are set in the past and portray events that

actually happened or could have happened; or fantasy as imaginative literature that has clear

components that could not happen in the real world. They define nonfiction, which includes

biographies, autobiographies, and informational text, as books that talk about a real person’s

life or informational sources that explain a specific subject.

The other addition to the third reading asks the reviewer to identify the point of view

from which the story is being told. Galda and Cullinan (2002) define point of view as who

narrates the story. They continue that it is important to consider the point of view as it tells you

from whose vantage point the story is being told; 1st person means the story is being told by a

character in the story and 3rd

person means the story’s narrator is not a character in the story.

Reviewers from the pilot study felt this was important when considering the book Virgie Goes

to School with Us Boys, by Elizabeth Fitzgerald Howard (2000). While the story is written in

first person since CC, one of the brothers, was telling the story, the main character was Virgie.

Perhaps the story would be better told from her lens.

Overall the pilot study provided a great deal of information about the strengths of the

instrument as well as giving some suggestions to enhance the instrument as the research project

moved forward. As the primary researcher one of the benefits also discovered through this

process was how beneficial it is to have multiple reviewers of a text. As the instruments

completed by the peer reviewers were reviewed, many included comments expanded my own

thinking of the book. I spent some time considering having multiple reviewers for the

remaining seventeen books, however remembered that the purpose of this study is to conduct it

49

through the lens of a classroom teacher; providing an instrument and process that could be used

with many other books in the future. Due to time constraints few educators may have the

opportunity to collaborate with colleagues to review a book they intend to use in their

classroom. Figure 3 shows the finalized version of the instrument with the changes

highlighted.

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Book Citation:

Information about author’s background or intent stated on book:

First Reading: Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book. Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive words) of characters based on

text and illustrations. Step 4. Answer reflective questions.

Character: Character: Character: Character:

Reflective questions on:

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships associated with oppression that

may be reflected in book; for example how are the female characters depicted compared to the male characters; see attached grid for

outline of dominant and subordinate groups)

Gender

Race

Religion

Socioeconomics

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical, cartoon images portrayed?

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with distinctive features?

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate group in

subservient or passive roles (the inactive observer)?

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book. Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Identify the genre of the text: Fiction (realistic fiction, historical fiction, fantasy, etc.)

Nonfiction (biography, autobiography, informational text)

Describe the plot of the story.

Whose point of view is the story being told from?

What are the characters’ motivations? (Goals/missions out of situation/life)

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the buffoon? Who plays the servant? Does a character need saving?)

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to the story?

Who has the power or privilege in the book? How is it used? How does this impact other characters in the book?

Are there any examples of dehumanizing bias noticed?

Fourth Reading:

Fourth Reading ~ evidence of empowerment What evidence of empowerment from an equity perspective is there in the book? (For example are characters seen creating change,

standing up for others, and/or work to eradicate forms of inequities and injustice?)

How does the story invite students to engage in real social and political issues?

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book… Summary of my thoughts on using the instrument…

Bias and positionality on book… Bias and positionality on using the instrument…

Figure 3. Finalized version of the instrument for critically analyzing Multicultural books.

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Data Collection

Once the pilot study was completed and trustworthiness was established with the

instrument I moved forward with conducting the analysis of the remaining 17 books.

According to Thompson, McCoy, and Williams (2000), trustworthiness is, in essence,

describing that there is truth value to the research, that the research is applicable and consistent,

and that there is neutrality within the research. I established this trustworthiness with the

instrument by using triangulation. Denzin (1997) states that triangulation is the use of various

research methods to ensure the research is based on sophisticated rigor. Denzin continues that

there are different types of triangulation, including using multiple observers, rather than one,

which was the process used throughout this pilot study. Establishing trustworthiness was

important because it provides credibility to the use of the instrument used throughout this

research project.

My use of the Instrument for Critically Analyzing Multicultural Books follows

Gallagher’s (2004) suggestion that the five step process employed of rereading the text leads to

a deeper understanding of text. (Appendix C). This process took place over a two month

period. With each of these readings my notes were taken directly in the analysis instrument,

essentially creating field notes for each book (Appendix G).

The first reading was just to gain familiarity with the text, whereas the rest of the

readings involved looking for specific information and asking specific questions that are

outlined on the instrument. In the second reading I looked at the characterization and depiction

of characters in the text and illustrations. With this, I took notes using descriptive words to

illustrate how the characters were portrayed and asked questions regarding how characters are

depicted and if the pictures are accurate representations of the people the story is about or are

52

stereotypical images portrayed. This was a critical piece as Fox and Short (2003) discuss the

importance of evaluating books to ensure the images are authentic and free of stereotypes.

The third reading focused on looking specifically at the story plot. The Reading is

Fundamental (2007) website stresses the importance of ensuring that Multicultural Education

books selected are those with well-developed plots and characters; simply because a book

contains a character that happens to be black or happens to be in a wheelchair does not make it

an adequate piece of Multicultural Literature. Through this step I described the plot of the

story and looked at the motivations and roles of the characters as well as looking at the role of

money, possessions, power, privilege, and bias.

In the fourth reading I looked for evidence of empowerment; specifically if there were

any messages in the text of creating change, standing up for others, or working to eradicate

forms of inequities or injustices. Finally, the fifth reading of all the books was done during the

last week of the two month period and gave me the chance to re-read the text and add any

additional notes and create a summary of my thoughts.

To enhance reflexivity in my data collection I used two strategies described by

McMillan and Schumacher (2001). The first strategy was audibility. While collecting my data,

a detailed record of information on the analysis was recorded on the instrument, also seen as

my field notes that can be found in Appendix F. The second strategy was practicing critical

reflexivity. Through this process I critiqued myself by asking difficult questions to address my

bias and positionality, and stated these explicitly on the bottom section of the analysis

instrument.

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Data Analysis

Once the picture book selection process was complete, each of the nineteen books was

read, and field notes were generated for each of the selected books, and the data analysis phase

of my research project began. Marshall and Rossman (2006) state “qualitative data analysis is

the search for general statements about the relationships and underlying themes” (p. 154). This

analysis was grounded in an inductive approach as recommended by McMillan and

Schumacher (2001) and Marshall and Rossman (2006). Using the inductive approach, I

systematically organized and interpreted the information gathered through the rereading

process by identifying categories, patterns, relationships and themes that emerged from the

data. In essence, my analysis involved looking through and rereading my field notes. I took

one question on the analysis instrument at a time and read the responses generated for each of

the books to look for similarities and differences. From this, I used what Maxwell (1996) calls

coding, a categorizing strategy, where I rearranged the data into categories that allow for

comparisons to be made. The broad codes were the posed questions on the instrument, with

more specific codes underneath. For example, one of the first pieces of information

documented in the field notes is the publication date within the book citation. Three codes

developed under this broad code were before 1990, 1990-1999, and 2000-2010. Having these

specific codes I was then able to look at the field notes for each book and tally how many

books were published under each of these codes. I used this same process for the genre of the

book, the depiction of different dominant and subordinate groups within the book, the roles

money and possessions play within the plot, the manner in which power and privilege is used

by characters, and evidence of dehumanizing bias, social and political issues, and

empowerment.

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When considering looking for how the different Multicultural picture books connect to

the three different Multicultural Education philosophies, I used what McMillan and

Schumacher (2001) and Marshall and Rossman (2006) describe as immersion. While the

categories of philosophies are present, what the categories look like in picture books are not

prefigured; rather it emerging from the books themselves, discovering what these philosophies

look like in picture book form. As I read each book, under the summary of my thoughts section

I described which philosophy I assigned the book to and why. I used the definitions of each

philosophy to guide this. Once finished, I was able to look at all the comments I made in the

summary of my thoughts in the field notes and establish a clear description of each philosophy

in the books. In my analysis I am able to provide an explanation of how each book correlates

with one of these three philosophies (teaching tolerance, heroes and holidays, and equity and

social justice).

Limitations

As with any research study there are limitations. The first limitation is that I did this

research alone, so there were not other individuals that analyzed the selected books with me.

This means I could not compare and contrast my findings with others. This limited the analysis

to my findings while conducting the review of the picture books. Within this, it also means the

research success was dependent on the skills, knowledge, and socio-cultural historical

background I brought as the researcher.

In addition to the skill set I brought to complete this study, comes my own bias,

education, and previous experiences that shaped how I conducted this research, which creates

another limitation. This served as a limitation because it makes it difficult for others to

replicate the study. As stated previously, to mitigate my bias in the research I documented my

55

own bias and positionality as it connects to the analysis of each picture book in my notes,

which is included in the appendices. For example, on the analysis instrument completed for

the book The Wall (Bunting, 1990), I state in the bias and positionality section that this was a

difficult book for me to keep an open mind about due to my political beliefs about war.

Another limitation in this study is it has a small sample size, as I only looked at nineteen

picture books. Due to the size of the sample external generalization is not applicable. Maxwell

(1996) defines external generalization as expanding the findings beyond the study, meaning my

findings could be assumed of other Multicultural picture books or the new books entering the

market.

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CHAPTER FOUR

Analysis

Analysis Overview

During the course of this research project I analyzed nineteen children’s picture books

that were identified as Multicultural books. According to Harris and Willis (2003),

Multicultural literature is children’s literature that is influenced by the philosophies of

Multicultural Education, critical pedagogy, and critical literacy. The purpose of this analysis

was to identify what messages may be revealed when analyzing these Multicultural picture

books through a critical lens. My goal was to also determine how these books classified as

Multicultural correlate with the different philosophies (teaching tolerance, heroes and holidays,

and equity and social justice, as defined in Chapter Two) within the continuum of Multicultural

Education. Behind this purpose and goal was to address the research questions:

Primary Research Question: What messages are revealed when analyzing a selection of

Multicultural picture books through a critical lens?

Secondary Questions: How do books classified as Multicultural correlate with the different

philosophies (teaching tolerance, heroes and holidays, and equity and social justice) within the

continuum of Multicultural Education?

The first step in the analysis process was reviewing some general information about the

books that was collected on the instrument. This included the publication date of the book and

the genre of the book. When reviewing this information a piece of data that stood out was the

publication date of the books analyzed. Of the nineteen books, none of them were published

before 1990; seventeen were published between 1990-1999; and two were published between

2000-2010. It was surprising that even though the lists utilized (Appendix D) to gather the

57

titles for this research project are lists currently available to educators, the majority of the books

gathered are more than ten years old. This surprised me because in my experience as an

educator I am aware of many recent Multicultural picture books that have been published.

0

5

10

15

20

Before 1990 1990-1999 2000-2010

Books Published

Figure 4. Publication dates of analyzed books.

Another piece of data that stood out was the genre into which the books fell. Twelve

out of the nineteen books were realistic fiction. Galda and Cullinan (2002) define realistic

fiction as fiction text set in modern times with events that could happen in the real world.

According to the authors, these are the books that provide students with characters they can

relate to and story plots that provide experiences students connect with. The purpose of

realistic fiction is to entertain the reader, while helping the reader understand problems or

issues they may encounter in their life. Realistic fiction also helps the reader understand the

complexity of human relationships and develop empathy for characters who are working

through problems.

By Galda and Cullinan’s definition, realistic fiction literature does exactly what Botelho

and Rudman (2009) describe in their metaphor regarding children’s literature. They state that

the literature should provide mirrors for affirming who children are, but also gives a window so

they can view a variety of differences. They add that children’s literature creates a space where

children can meet people across lines of social differences. In my experience as an early

58

childhood educator and K-8 reading specialist, these are often the books I have found students

most interested in reading due to the connections they are able to make with the text.

There are many other genres and subgenres aside from realistic fiction. Galda and

Cullinan (2002) describe that within fiction literature, which are stories that are not true, the

subgenres are realistic fiction, historical fiction, science fiction, mysteries, and fantasy.

Another broad genre would be non-fiction, which includes texts that are factual. Subgenres for

non-fiction include biographies, autobiographies, and informational text. Other broad genres

include poetry, folktales, and drama. In this research project the majority of the books analyzed

were realistic fiction, while other genres were also represented. Figure 5 depicts the genres of

the analyzed books from this research project.

0

2

4

6

8

10

12

Realistic FictionHistorical Fiction Biography Poetry Informational

Text

# of Books in Genre

Figure 5. Genre of analyzed books.

After reviewing the publication date and genre information, the next step in the analysis

involved looking through each of twenty individual questions on the analysis instrument. For

each question the recorded findings for all of the nineteen books were reviewed to identify

patterns. It would be very difficult to describe in detail the summaries from each question on

the instrument for all nineteen books; rather, when reviewing the data three broad categories

emerged. These categories include characters, story plot, and the connection between the

books and the continuum of Multicultural Education.

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Story Characters

Within the second reading the instrument focuses on the depiction of characters,

specifically the presence or omission of different dominant and subordinate groups. According

to Tatum (2000), dominant groups hold the power and authority and set the parameters for the

subordinate groups to operate. The dominant group has the influence to determine the structure

of the society and is seen as the norm for society. According to Botelho and Rudman (2009),

children’s literature becomes the microcosm of these ideologies, thus reinforcing dominant and

subordinate roles and stereotypes.

Botelho and Rudman (2009) remind researchers and teachers to be aware of who is not

present or who is being omitted from stories; more specifically, whether subordinate groups are

omitted from text, thus reinforcing the dominant group as the norm. In order to determine this,

when reading the book and looking at the illustrations I tallied whether or not a subordinate

group was present in the story. For example, in the story Chicken Sunday (Polacco, 1992a) I

gave a tally mark for gender since Miss Eula was one of the main characters. She was depicted

as an older woman whose primary role was that of a caretaker. I also gave a tally mark for race

since the story showed a biracial friendship. Within the story it also depicted emotions and bias

the children had toward Mr. Kodinski based on their racial differences. Finally, I gave a tally

mark for religion since it made mention of Miss Eula and the boys being Baptist and made

implicit references toward other characters in the story being Jewish. In each of these

instances, a member of a subordinate group was a main part of the picture book.

When considering the nineteen books, race and gender were most commonly present

within fourteen of the texts; there were five books that included issues of socioeconomics and

four that included religious diversity; there were three books representing different disabilities

60

within the illustrations; and there was no inclusion of sexual orientation. The results of the

frequency subordinate groups were identified in the analyzed picture books are summarized in

Figure 6.

Gender

Race

Socioeconomics

Religion

Disabilities

Sexual Orientation

Figure 6. Presence of subordinate groups in picture books.

When reflecting on the different books analyzed, when women were present as a

subordinate group, the analysis supports that they were depicted in stereotypical roles. As

mentioned previously, in Chicken Sunday (Polacco, 1992a), Miss Eula, an elderly woman, is

the primary caregiver for the young boys in the story. The plot describes her cooking big meals

for Sunday, wanting a nice hat to wear with her Sunday best, and singing with the choir. In

Amelia’s Road (Altman, 1993), Amelia’s mother is seen doing the house chores, fixing

Amelia’s hair, as well as helping in the field. In these examples, the roles of the female

characters are those that match stereotypes society has attached to what it means to be a

woman.

For example, the Council on Interracial Books for Children (1994) encourages readers

to check the illustrations and story line for stereotypes such as female characters as

homemakers, cheerleaders for their male counterparts who are doing the hard or brave work, or

having problems solved by male characters. The Council found that when children are

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repeatedly exposed to sexist attitudes or stereotypes in books, the overexposure of these

messages gradually distorts their ideas about gender roles until the stereotypes and myths

included in the stories are accepted as reality. These trends were also found in the other twelve

books that were reviewed where the presence of women was depicted as the subordinate group.

It was also interesting to look at the way in which race was present in the various

picture books. Of the nineteen books, seventeen included characters of color. Of these

seventeen books, five did not have a plot; rather, through illustrations and phrases the books

depict that people from around the world have different skin color. For example, in the book

All the Colors of the Earth (Hamanaka, 1994), the text is a poem filled with similes and

metaphors comparing different skin colors to items you would find in nature, such as bears and

leaves. Of the remaining eleven books, five of the books represented characters that are

Mexican, Latino(a), or Chicano(a) and six represent characters that are African or African

American. It is important to consider this, as even with the inclusion of African Americans,

there are still other racial groups missing from these picture books, such as Asians, Native

Americans, and people from the Middle East.

The omission of racial groups sends the implicit message that the stories and

experiences of some people are more important or more worthy than others. In addition to this,

it is also damaging to only discuss Black and White regarding race. According to Martinez

(2000) there is a strong tendency in the U.S. to frame racial issues in strictly Black-white terms.

This dichotomy isolates Blacks from potential allies, sustains White Supremacy, and forces

people of color to spend energy understanding their lives in relation to whiteness. Martinez

argues that in order to address racism we must include all races in the conversation and ask

ourselves why they have been omitted.

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Within the eleven books that had characters of color and a story plot, five of them show

no interactions between different racial groups. For example, in the book A Birthday Basket for

Tia (Mora, 1997), the only other characters Cecilia engages with throughout the story are those

that are also Latino(a). My conclusions as a researcher are that the messages behind such

books reinforce the tokenizing the characters. The book may have been written to ensure a

voice was present in children’s literature that perhaps had been previously omitted. Having this

voice present is important so that the windows and mirrors Botelho and Rudman (2009)

describe are being utilized; however, having one’s social identity the focus of a book isolates

the “differences” in an exotic way and thus reinforces the dominant culture. This may also lead

classrooms to have piles of books for each of the subordinate groups to ensure representation,

but through this representation this practice is also reinforcing in general a “us” and “them”

ideology regarding to race, even more specifically a Black-white dichotomy. When

considering an equity and social justice approach, one’s socially constructed identity is not the

focus of the plot, rather one’s identity is a natural inclusion of multiple perspectives and

identities throughout the text.

Another interesting facet pulled from this analysis was the manner in which

socioeconomics was addressed within the books. Of the nineteen books, financial hardship was

presented within five of the books, four of which depicted people of color struggling

financially. These included: Amelia’s Road (Altman, 1993), Finding the Green Stone (Walker,

1991), Tomas and the Library Lady (Mora, 1997), and Working Cotton (Williams, 1992).

Within these four, three depicted families that were either migrant workers or working in cotton

fields. In Fly Away Home (Bunting, 1991), the one book that portrayed white characters

struggling financially, the dad and young boy were living in the main terminal at an airport.

63

Currently, this is not a realistic depiction of homelessness, as individuals cannot get to this area

without a boarding pass, thus in essence sugar coats the real experiences of people living in

poverty. As Botelho and Rudman (2009) state, children need literature that reflects who they

are, but also need literature that provides exposure to people that are different from them.

Many different depictions of socioeconomics are important for young children to see,

however my analysis suggests that the focus of these books ignores the realities of many

families that go without basic needs being met each and every day. These books also ignore

issues of mobility and the realities of homelessness. One interpretation of the analysis is that

when picture books portray primarily characters of color living in poverty it continues to

reinforce the stereotype that only people of color should be considered working class or living

in poverty, thus further entrenching the relationship between racism and classism in the U.S.

Finding the presence of disabilities and the multi-faceted nature of global religion was

difficult within this book set. In The Wall (Bunting, 1991) and Children Just Like Me (B. & A.

Kindersley, 1995) my analysis only identified the inclusion of people with disabilities within

the illustrations of the text. For example, in The Wall (Bunting, 1991) there is an illustration of

someone in a wheelchair, though this person was not a character in the text. Another example

is in Finding the Green Stone (Walker, 1991) one of the main characters, Johnny, wears

glasses. This could be considered a disability since glasses are typically used as a tool to aid

one’s vision. In both of these examples, the illustrators have blended the presence of people

with disabilities into the stories through their illustration. The limited representation of people

with disabilities within the text set is problematic as it could give the message to children that

disabilities are invisible or not an important component to include in characters.

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Limited representation in the text set in regards to religious diversity was also

uncovered through the analysis. Of the nineteen books there were only two stories that

included Jewish characters within the plot. These were Chicken Sunday (Polacco, 1992a) and

Mrs. Katz and Tush (Polacco, 1992b); both stories showed young African American children

befriending an older Jewish adult. Similar to the analysis regarding race, the text set is also

missing representation of many religious and spiritual beliefs. As Christensen (2009) explains,

whose voices are heard, marginalized, or absent from literature communicates to the reader

whose identity has value.

Christensen (2009) and Botelho and Rudman (2009) remind us that we must be aware

of whose voices are being omitted from the literature used in our classrooms. What messages

are authors sending young children when in the literature they read they do not see characters

with disabilities or that have various religious or spiritual beliefs? What message does it send

that there was no inclusion of sexual orientation in any of the picture books? The omission of

these groups reinforces what Dorfman (1983) describes as social blueprints which depict a

world where the dominant group is superior to the subordinate group, thus validating the

dominant group’s norms and ideas. This is problematic as these blueprints continue to

reinforce systems of privilege at the expense of others, which leads to oppression and

dehumanizing bias. These omissions also impact how young children see and feel about

themselves. Steiner, Nash, and Chase (2008) state that literature should provide an

opportunity for all children to see themselves in books; foster a positive self-esteem; and

prevent people from feeling isolated. When identity groups are omitted from literature

children are left feeling invisible.

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Blending all of the data from the publication dates and the presence of various dominant

and subordinate groups together brought an interesting insight. While the data analysis does

not provide an explanation for why certain books on the recommended lists were geared around

gender and race, with little or no mention of disabilities, religion, socioeconomics, or sexual

orientation, their date of publication can be used to build a theory that this is related to the

transformation of Multicultural Education and the definition of Multicultural literature

described in Chapter One and Chapter Two.

Multicultural Education has recently shifted to include identities such as religion,

disabilities, and sexual orientation, in addition to gender and race. Harris and Willis (2003)

state that the definition of Multicultural children’s literature has been influenced by

philosophies such as Multicultural Education, critical pedagogy, and critical literacy. They

describe the term Multicultural children’s literature as fluid and linked to the ever changing and

shifting historical, sociopolitical, and economic contexts of the world around us. Historically

Harris and Willis add that Multicultural children’s literature was by and about people of color

in response to the underrepresentation and disempowerment of people of color in US society,

curricula, and children’s books.

Harris and Willis make the point that similar to the expansion that Multicultural

Education has experienced, Multicultural Children’s Literature now encompasses a much

broader scope and must focus on all populations who have experienced exclusion or

marginalization. This leads me to the conclusion that the lists of Multicultural books that are

currently being published and promoted are based on the older definition of Multicultural ,

rather than the broader definition that has more recently evolved.

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Looking at the characters within the selected text was the focus of the beginning part of

the analysis. Once this component was complete the next stage in the analysis moved to

looking at the plot of the stories.

Story Plot

According to Galda and Cullinan (2002), the story plot is the sequence of events within

the story where there are well-developed characters and a setting. They continue that the plot

typically revolves around a central conflict which makes up the rising action, climax, falling

action, and resolution that the main characters experience and solve within the length of the

story. Of the nineteen books, fourteen of them had these key story elements (Figure 7).

Picture Book Title Well-Developed

Characters

Described Setting Story Plot

Abuela x x x

All the Colors of the Earth

All the Colors We Are x x x

Amazing Grace

Amelia’s Road x x x

A Birthday Basket for Tia x x x

Chicken Sunday x x x

Children Just Like Me

Finding the Green Stones x x x

Fly Away Home x x x

Margaret and Margarita x x x

More, More, More Said

the Baby

Mrs. Katz and Tush x x x

On the Go

Speak English for Us,

Marisol!

x x x

Tomas and the Library

Lady

x x x

Virgie Goes to School

with Us Boys

x x x

The Wall x x x

Working Cotton x x x

Figure 7. Presence of story elements in analyzed books.

When rereading and analyzing all the plots using section three on the analysis

instrument there were two areas that stood out. The first area was the “invisibility” or absences

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of recognizing the power the dominant group has as it relates to the situation or experiences of

the subordinate group. The second area was the lack of evidence of characters demonstrating

empowerment connected to issues of dehumanizing bias, power, or privilege, within the plots

of the books.

Invisibility of power. Johnson (2006) describes power being connected to a socially

constructed reality, such as one’s identity or membership to a dominant group. He continues

that power, in essence, is a privilege that comes with being a part of the dominant group. He

discusses an identity wheel where people can look at various socially constructed identities and

there is a dominant and subordinate group within each piece of the wheel. This produces an

oppressive social structure where people are organized to encourage the inclusion or exclusion

of people based on differences. He adds that this system of power also allows people to be

credited or discredited, elevated or oppressed, valued or devalued, left alone or harassed based

on their membership to the dominant or subordinate group. Johnson states that an outcome of

having this power based on membership to various identity groups leads to privilege,

something that is often invisible to those benefitting from it. When applying Johnson’s concept

of the diversity wheel in this analysis with the books reviewed, the stories depicted the

subordinate group, often in oppressed roles, but at no time was there mention of the dominant

group or the benefits the dominant group was receiving based on this social system.

For example, three books stood out that had main characters in subordinate roles and

omitted the presence of the dominant characters that reinforce racism and classism. In all three

stories at no time is there mention of who the main characters are working for or why they have

to work in such terrible conditions. In Amelia’s Road (Altman, 1993), Tomas and the Library

Lady (Mora, 1997), and Working Cotton (Williams, 1992), in the text and illustrations you see

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all members of the family working hard in the field, including the young children in the

families. What you do not see is who they are working for or who is benefitting from their

labor. In addition, specifically in Amelia’s Road (Altman, 1993), you have a young child who

is also struggling with not being able to have a permanent home. As Johnson described (2006),

when dominant and subordinate groups exist they produce an oppressive social structure where

people are included or excluded based on which group they fall into. Having a permanent

home is a privilege of the dominant group and a condition that the subordinate group does not

receive. These are realities left out of the story which may reinforces the “invisibility” of the

power to other dominant group members reading this story, while also trying to convince

subordinate members reading it to not see the oppression present in the plot. When this power

is overlooked within these story plots it ignores the privilege that one group of people is

receiving at the expense of others. It reinforces the message that it is acceptable to have certain

populations of people working under such conditions. It also can communicate that the

subordinate group is unaware of the privilege the dominant group has instead of depicting the

harsh realities that would come along with challenging the power and privilege the dominant

group holds. Examples of the “invisibility” of power portrayed in the text set are summarized

in Figure 8.

Books Main Character

Subordinate Group

Portrayed “Invisible” Power

Dominant Group

Amelia’s Road

Amelia and her family

(Latino)

Migrant Workers Who are they working

for?

Tomas and the Library

Lady

Tomas and his family

(Latino)

Migrant Workers Who are they working

for?

Working Cotton

Shelan and her family

(African American)

Field Workers Who are they working

for?

Figure 8. Examples of invisible power.

Lack of empowerment. In addition to the way power is portrayed as invisible, the lack

of characters demonstrating empowerment within the story plots was also problematic.

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According to Page and Czuba (1999), empowerment is a multi-dimensional process that helps

people gain control over their lives in both their communities and society as a whole. Derman-

Sparks and the ABC Task Force (2000) describes empowerment, when people have the ability

to confront oppression and work together to create change, as the goal of anti-bias education or

Multicultural Education. Within Multicultural literature if empowerment is present characters

should be seen articulating their voice by standing up for themselves or others. In addition to

this, characters that are apart of the dominant group would be seen standing up for characters of

the subordinate group by challenging examples of dehumanizing bias, power, or privilege

within the plot of the story. Lastly, characters would be seen working to create change or

engaging in social activism.

Multicultural literature by nature can bring to light topics that have a long history

connected to oppression and dehumanizing bias. Given the nature of Multicultural literature

my expectation as a researcher was that the story plot of these picture books would include an

element of empowerment to demonstrate how characters have created change in the past and

also how it needs to continue to occur to ensure equity and justice for all. When reviewing the

data from the instruments of the nineteen books analyzed, elements of empowerment were rare

to find within the story plot. For example, in the book Virgie Goes to School with Us Boys

(Howard, 2000) Nelson and some of his other brothers are persistent that Virgie should not be

able to go to school. They tell her that school would be too hard for her and that girls do not

need school. While these exchanges were not the main part of the story, this could have been

an opportunity to highlight empowerment by challenging stereotypes and gender roles by

having characters in the story stand up for one another and make change. The evidence of

empowerment within the books analyzed is summarized in Figure 9.

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Picture Book Title Standing up for self or

others

Challenging

dehumanizing bias,

power, and privilege

Creating Change

Abuela

All the Colors of the Earth

All the Colors We Are

Amazing Grace x x

Amelia’s Road

A Birthday Basket for Tia

Chicken Sunday

Children Just Like Me

Finding the Green Stones

Fly Away Home

Margaret and Margarita

More, More, More Said

the Baby

Mrs. Katz and Tush

On the Go

Speak English for Us,

Marisol!

Tomas and the Library

Lady

Virgie Goes to School

with Us Boys

The Wall

Working Cotton

Figure 9. Evidence of empowerment in analyzed picture books.

Looking at the plot of each story was a critical part of the analysis process. Within this

part of the instrument the questions posed require the reviewer to dig deeper into the text,

where messages of power, privilege, and dehumanizing bias may be buried. Harvey and

Goudvis (2000) share that the more a story is read the better is it comprehended, which leads to

inferring deeper meaning of the text. They also state that rereading a text not only enhances the

understanding of it, but also leads the reader to developing insights. Gallagher (2004) discusses

that rereading gets the reader to a place where they can infer, that is, see and consider ideas that

are not literally on the page, but written between the lines. Gallagher suggests that once

someone has read a book multiple times they can ask themselves questions like what this book

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means and why the content matters. By asking the questions outlined on the second, third, and

fourth reading, the analyzer is looking deeper at the characters, the roles they play, stereotypes

that maybe enforced or challenged, and the role power, privilege, and dehumanizing bias play

in the plot.

The analysis thus far has provided data and my conclusions as a researcher connected to

my primary research question: What messages are revealed when analyzing a selection of

Multicultural picture books through a critical lens? The next part of the analysis will be

connected to the fifth reading and my secondary question: How do books classified as

Multicultural correlate with the different philosophies (teaching tolerance, heroes and holidays,

and equity and social justice) within the continuum of Multicultural Education?

Connection to Continuum of Multicultural Education

The last piece of the analysis examined each of the nineteen books to determine how

they correlate to the three levels of Multicultural Education discussed in the literature review.

There were no concrete definitions of what teaching tolerance, heroes and holidays, or equity

and social justice education looks like in picture books. Therefore, I began this process with

the educational philosophy definitions and then looked within the picture books for these

categories to emerge.

Teaching tolerance. When reflecting back on the literature, Nieto (2007) describes

teaching tolerance as the capacity to bear something, endure it, but not embrace the differences

we all bring. The goal at this level is assimilation; to look at everyone as the same. Nieto

states that in practice this can be seen as a “superficial band-aid or a feel-good” (p. 7) addition

to a school’s curriculum; where activities such as reading a book by an African American

author during Black History Month are done just for the sake of saying something Multicultural

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was included. Nieto notes that often these practices are done through the lens of the dominant

culture, which leads to reinforcing stereotypes and the norms of the dominant group. Of the

nineteen books that were analyzed six fell within this category. These included: Margaret and

Margarita (Reiser, 1993), Finding the Green Stone (Walker, 1991), More, More, More Said the

Baby (Williams, 1990), All the Colors of the Earth (Hamanaka, 1994), On the Go (Morris,

1990), All the Colors we Are (Kissinger, 1994), and Children Just Like Me (B. & A.

Kindersley, 1995).

When analyzing these six books, there were various concrete components of the books

that directly connected to the definition of teaching tolerance, especially the idea of

colorblindness. The story lines of these picture books reinforce colorblindness by having the

focus being on the similarities rather than differences between characters, which in practice

does not honor or respect the uniqueness of individuals. According to Nieto (2007), the

philosophy of colorblindness and sameness is often associated with teaching tolerance. While

it is important to find similarities for people to relate to with their peers, we must teach about

the unique differences people bring to honor who they are and their story.

For example, this was seen in On the Go (Morris, 1990) where the concept of

transportation around the world is the focus. One interpretation of this story line is that no

matter where you go people use transportation, trying to create a base for sameness. The goal

of teaching tolerance is to assimilate or be the same; in order to move beyond this the book

could have had text that explained that transportation is different all over the world for many

different reasons. This is an important addition as without the explanation readers could

develop or reinforce bias and stereotypes around the value of different forms of transportation.

If a child reading this book comes from a community where having two cars per family is the

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norm and valued, questions or judgments may be formed as to why in different places around

the world people walk and carry materials on their head. If an explanation was included in the

book on why different types of transportation are utilized in particular areas it may combat

judgments being formed while answering questions.

Another way in which the teaching tolerance philosophy emerged within these books

was the lack of plot to the story. When considering the book More, More, More Said the Baby

(Williams, 1990), the story elements required to establish a plot are not present. The book

depicts three different children of different racial backgrounds playing with different

caregivers. One possible message behind the book could be that families can look different, or

who your caregiver is can be different. However, since there is not a plot to the story and

characters are not well-developed the message disappears and leaves the book tokenizing the

“different” groups present. In addition to this, within the book various stereotypes are

reinforced. For example, the Council on Interracial Books for Children (1994) encourages that

stereotypes need to be challenged in children’s literature, such as children that are Black being

raised by grandparents or helped by people that are White. This reinforces the assumptions and

stereotypes that people of color do not take care of their children or that people of color need a

White person to save them. This stereotype is seen in More, More, More Said the Baby

(Williams, 1990), as Little Pumpkin is shown with an older white woman as his caregiver.

Another stereotype found within this book is with the character Little Bird, whom the reader is

left to assume is Asian. Little Bird is depicted as resting and calm throughout his entire

section. The Council on Interracial Books for Children (1994) describes that children’s books

with characters that are Asian should avoid portraying these characters as the model-minority,

such as being polite, super-focused, or well-behaved. This example stood out as when you

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compare Little Bird to Little Pumpkin and Little Guy, who are running around and being

playful, the stereotype becomes evident.

In summary, the books classified as teaching tolerance met at least one of three criteria.

The first criterion is if the book supported the assimilation view or the notion of colorblindness.

The second criterion is if the book lacked a plot, thus sending the message the book was created

just for the sake of having a book that included a specific “difference.” The third criterion was

if the book reinforced stereotypes. Figure 10 summarizes the connection between these books

and the Teaching Tolerance philosophy.

Book Assimilation View

Colorblindness

Lack of Plot / Unrealistic

Plot

Reinforces Stereotypes

All the Colors of the Earth x x

All the Colors we Are x x

Children Just Like Me x x

Finding the Green Stone x

Margaret and Margarita x x

More, More, More Said

the Baby

x x

On the Go x x

Figure 10. Picture books categorized as teaching tolerance.

Heroes and Holidays. According to Nieto (2007), in the middle of the continuum is a

heroes and holidays approach that is limited to the basic acceptance of others. Banks (2007,

1997), who has a similar Multicultural Education continuum as Nieto (2007), describes heroes

and holidays as the contributions or additive approach in which there is the addition of ethnic

heroes into the curriculum here and there. An example of the contributions and additive

approach that translates into the heroes and holidays approach described by Banks (2007, 1997)

and Nieto (2007) is when schools have events such as Cinco de Mayo celebrations or Black

History Month. Nieto would argue that it is with this approach that bits and pieces of “the

other” are included here and there. These experiences typically tokenize “the other” or

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reinforce stereotypes. Banks (1997) discusses how the use of this approach glosses over

important concepts and issues that address oppression and victimization. He notes that using

this approach often leaves “the other” being portrayed as strange or exotic, thus reinforcing

stereotypes and misconceptions. Banks also notes that the contributions or additive approach

fails to help students see society from diverse cultural and ethnic perspectives, which reinforces

dominant and subordinate roles and systems of power and privilege.

Gorski (2008) deepens the critique on this approach. He shares that through the

experience connected to the heroes and holidays approach such as a taco night, while the

intentions may be good, it simply reinforces the stereotypes that students have been socialized

with since birth. He continues that often these heroes and holiday practices are used in schools

because they are safe and comfortable for those of the dominant group; the infusion of the

subordinate group here and there offers no challenge to the dehumanizing bias, power,

privilege or the practices that maintain the marginalization of the oppressed subordinate groups.

The analysis of the nineteen books analyzed resulted in twelve books being placed

within this category on the continuum. These included: Tomas and the Library Lady (Mora,

1997), Virgie Goes to School with Us Boys (Howard, 2000), Speak English for Us, Marisol!

(English, 2000), Abuela (Dorros, 1991), Amelia’s Road (Altman, 1993), A Birthday Basket for

Tia (Mora, 1997), Working Cotton (Williams, 1992), Chicken Sunday (Polacco,1992a), Mrs.

Katz and Tush (Polacco, 1992b), The Wall (Bunting, 1990), and Fly Away Home (Bunting,

1991).

There is one major difference between the teaching tolerance and the heroes and

holiday approach as they connect to books. A heroes and holidays book does have a clear plot

when compared to the books classified as teaching tolerance. This means books classified as

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heroes and holidays have well-defined characters and a setting. In addition to this, the plot is

well-developed, meaning it includes a rising action where the problem is introduced, a climax,

and a resolution to the problem. The connection that was drawn between these books and the

heroes and holidays philosophy was within each book; the main character is of a subordinate

group and the problem within the plot of the story is connected to his or her identity. Through

these books readers are being exposed to differences. However, in solving or addressing the

problem in the story, important concepts that connect to oppression, inequities, and injustices

are glossed over or ignored.

For example, in the book Fly Away Home (Bunting, 1991), the main character and his

dad live in an airport because they are homeless. The plot of the story describes the patterns

they follow each day so they are not caught. This story brings to light the important issue of

poverty and homelessness, however focuses on it just being situational due to the boy’s mother

passing away. One possible message a reader could take from this is that in order to get by in

society there are certain rules you must follow, and if you do not follow the rules you will not

make it. This is seen in the story when the two other people that are also homeless and living at

the airport are acting disorderly and get taken away by the police. They are not following the

rules the young boy describes of making sure you are not seen or heard and blending in. At no

point in the story does it address whose rules these are or put a real face to homelessness. In

my experience of working with students that were homeless and my conclusion as a researcher

the book is trying to tackle a difficult conversation by adding a feel good touch to

homelessness, while ignoring the harsh realities.

Another example is in the book Speak English for Us, Marisol! (English, 2000). This is

a story showing the daily life encounters of the main character, Marisol, who helps people who

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have limited English proficiency, navigate various systems (education, health care,

government, etc). The story brings to light the struggles of navigating systems that people who

do not speak English proficiently face in our society. However, the story never takes the plot to

the next level by looking at the systems that create these struggles. In addition, there were a

number of times when the author could have included an element of empowerment. For

example, when Marisol was talking to the employee at the furniture store or lady at the phone

company she could have encouraged them to add a Spanish option for people who are trying to

take care of business and speak Spanish. This would show a character advocating for a change

in the system instead of having to continue to offer help, which in essence is just a band aid to

the larger problem connected to systems of power based on dominant norms. The way each of

the eleven books connects to the heroes and holidays approach is summarized in Figure 11.

Book Well-developed plot, characters,

and setting

Conflict in plot connects to main

character’s identity or focus of plot

in characters identity

Tomas and the Library Lady X X

Virgie Goes to School with Us Boys X X

Abuela X X

Speak English for Us, Marisol! X X

Amelia’s Road X X

A Birthday Basket for Tia X X

Working Cotton X X

Chicken Sunday X X

Mrs. Katz and Tush X X

The Wall X X

Fly Away Home X X

Figure 11. Picture books categorized as heroes and holidays.

Equity and social justice. At the other end of the continuum of Multicultural Education

is an equity and social justice education approach. Nieto (2007) calls this affirmation,

solidarity, and critique. With this approach the curriculum has gone through a tremendous

change; multiple perspectives of dominant and subordinate groups are embedded into all

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components of learning and with all learning there is a focus on looking at inequities and

injustices, as well as how to create change. Hackman (2005) focuses on the critique and

creating change aspect on this end of Nieto’s (2007) continuum. Hackman (2005) discusses

that through social justice education students are encouraged to take an active role in their own

learning while teachers are also supported in creating environments that are empowering,

democratic, and critical. She continues that at this level of Multicultural Education one is not

merely examining differences, but is paying attention to systems of power and privilege and

encouraging students to examine oppression on multiple levels, such as individual, cultural, and

intuitional.

When making the connection between this level of Multicultural Education and the

manner in which it could be portrayed in picture books, the simplest form in which this occurs

is through evidence of empowerment or action. Similar to books that met the heroes and

holidays criteria, these books have well-developed characters, setting, and a plot. The

difference is, within the plot of the story characters are standing up for others, making change,

or addressing systems of power or privilege. The analysis revealed only one book, Amazing

Grace (Hoffman, 1991), that began to connect to this level of Multicultural Education. The

main character within this story is Grace, a young girl that loves to use her imagination and

pretend to be lots of different people. When her class decides they are going to do the play of

Peter Pan she knows right away she wants to be Peter. After classmates tell her she cannot

because she is both a girl and black, she goes home very upset. Her mother and grandmother

challenge the comments that were made at school and empower Grace to try out for the role.

While there could have been more in the story, such as the teacher or another student working

as white allies and challenging the comments the students made about Grace not being able to

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be Peter followed by the teacher engaging her students in a discussion about why they think

Grace could not be Peter, this story is at the starting point of falling within this category.

Similar to the connection found between the publication date and inclusion of different

social identities, the analysis revealed few of the books connect with the equity and social

justice lens. Again, as Harris and Willis (2003) state, the definition of Multicultural children’s

literature is fluid and linked to the ever changing and shifting historical, sociopolitical, and

economic contexts of the world around us. In this analysis, the ideas of empowerment, social

action, and addressing power and privilege are more connected with the newer, more evolved

view of Multicultural Education. With the publication dates of the majority of the books falling

earlier than this transformation, the way in which the books ended up correlating with teaching

tolerance or heroes and holidays seem to make sense.

After completing the analysis of my dissertation data I moved onto looking at the key

understandings connected to my primary and secondary research questions. These are

described in Chapter Five, along with looking at implications and limitations for the research

and recommendations for future research.

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CHAPTER FIVE

Conclusion

Introduction

Over my years as an educator I have come across many books that have been deemed

great Multicultural Education books to use in my instruction. These have been from different

booklists I have found, displays I have seen at bookstores, or books that have been promoted at

local libraries as great Multicultural literature. I have also overheard other teachers discussing

which books they use in their classrooms to add a “Multicultural perspective” in their room. In

2007 I had the opportunity to do consulting with an organization reviewing picture books to use

as teaching tools. In these situations I found myself wondering who decided that a specific

book was a piece of Multicultural literature or an education tool. I wanted to know what

criteria was used to make this determination and what qualifications did someone have to be in

charge of this. I was interested in discovering what types of hidden messages regarding power

and privilege that are created by dominant and subordinate relationships were present in these

books. I also found myself intrigued to find out what level of Multicultural Education was

being modeled through these books (i.e., are the messages more of a teaching tolerance

approach or does the book really get at issues of equity and social justice). These questions led

me to my primary and secondary research questions.

Primary Research Question: What messages are revealed when analyzing a selection of

Multicultural picture books through a critical lens?

Secondary Questions: How do books classified as Multicultural correlate with the different

philosophies (teaching tolerance, heroes and holidays, and equity and social justice) within the

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continuum of Multicultural Education? In addition to this, what implications of the analysis are

there for classroom teachers?

Throughout this chapter I will describe the key understandings I took away from this

research project as they connect to the primary and secondary research question. Then I will

discuss implications from the research and what my next steps will be based on information

that arose from the current research. Finally, I will describe the limitations that were connected

to this research and provide recommendations for future research that could enhance the

literature and teaching practice.

Primary Research Question: Key Understandings

My research project involved collecting various lists of Multicultural picture books,

selecting a sample based on the frequency they appeared on the collected lists, developing an

analysis instrument to analyze the nineteen books selected, conducting a pilot study, modifying

the instrument, and conducting the research. Through this process, both my primary and

secondary questions were explored.

When reflecting on the literature reviewed for this study, Galda and Cullinan (2002),

Steiner, Nash, and Chase (2008), Botelho and Rudman (2009), Partners against Hate (2003),

the Anti-Defamation League (2003), Council on Interracial Books for Children (1994,

1996a,b,c), Christensen (1994, 2009), Dorfman (1983), Fox and Short (2003), and Norton

(1990, 2009) all describe how literature provides young children with entertainment while also

giving them a way to explore and understand the world around them.

The authors add that quality Multicultural literature is meant to provide an opportunity

for all children to see themselves in books; foster a positive self-esteem; prevent people from

feeling isolated; and cultivate respect, empathy, and acceptance of people. These authors

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continue by making two recommendations for why books should be analyzed. First, they share

that books are told from a particular viewpoint. This viewpoint is based on an identity that has

been socially constructed and creates a social blueprint often of the dominant group. This

makes it critical that books are deconstructed, analyzed, and understood through the

sociopolitical context in which they were framed. Second, these authors add that books also

need to be analyzed and deconstructed so that messages of dehumanizing bias, power, and

privilege that are present in books can be challenged instead of these distortions becoming a

framework for young children’s thinking. When considering the impact children’s literature

has on students, as described in the literature reviewed for this research, the need for analyzing

books used in classrooms was obvious to me. This notion was further solidified during my

research.

Of the nineteen picture books reviewed for this project all of them had messages of the

power and privilege dynamics between dominant and subordinate groups, examples of

dehumanizing bias, or reinforced oppressive stereotypes. These messages ranged from

showing female characters in stereotypical gender roles to ignoring the power and privilege

held by the dominant group at the expense of those in the subordinate group. Furthermore, the

books also omitted various subordinate identities. The presence of these messages supports the

perspective of the dominant culture and norms, whereas those of the subordinate culture are

not. For example, none of the nineteen books reviewed addressed or included the perspective

of people who identify as gay, lesbian, or bisexual in the illustrations or text. This omission

reinforces heterosexuality as the social norm, communicating to young children that

relationships and families must look a certain way. The ramifications of invisibility may also

lead to levels of bullying and stereotypes connected to LGBT issues.

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My findings developed through the multiple readings and using the questions based on

the questions on the analysis instrument. During the first reading many of the messages

identified at the end of this analysis did not stand out. It was not until after multiple readings of

a book that I was able to dig deeper and see the context and messages hidden within the picture

book. Based on the results of the data collected through the pilot study and my own data

collection, it is my assumption that other educators using this process would have a similar

experience. Considering the variety of messages that were uncovered through the analysis

process the research project has reaffirmed for me the importance of closely analyzing

materials used with students.

My recommendation is that exposing these messages through this type of analysis

should not be used to determine which books should or should not be used in the classroom;

rather it should serve as critical information for the teacher to assist in guiding the use of the

book. As an educator I need to understand the social blueprint behind the stories I am reading

with students and use that information to bring awareness to inequities and injustices. When

using these books I can bring to light these issues with my students, model acts of social justice

and empowerment, and work with them in developing the critical reasoning skills to uncover

such messages on their own. For example if using Virgie Goes to School with Us Boys

(Howard, 2000), when the older brothers are coming up with reasons why Virgie could not go

to school because she was a girl, questions could be posed to students regarding why they think

the brothers feel this way; how they would feel if they were Virgie; and role play strategies for

how they could stand up for Virgie. These prompts are developmentally appropriate methods

to use with young children to engage in Multicultural Education, while addressing the social

blueprint incorporated within the story. Without analyzing text, as Galda and Cullinan (2002),

84

Steiner, et al. (2008), Botelho and Rudman (2009), Partners against Hate (2003), the Anti-

Defamation League (2003), Council on Interracial Books for Children (1994, 1996c),

Christensen (1994, 2009), Dorfman (1983), Fox and Short (2003), and Norton (1990, 2009)

recommend, educators may not be aware of these messages or insights to guide their practice.

Secondary Research Question: Key Understandings

My secondary question focused on looking at the connection between the different

types of Multicultural Education (teaching tolerance, heroes and holidays, and equity and social

justice) and the actual books being reviewed. To address this question I went back to the

review of the literature that provided the history of Multicultural Education as well as

definitions for teaching tolerance, heroes and holidays, and equity and social justice. This

piece of the literature review helped frame how books were classified during the analysis. For

example, when determining what teaching tolerance would look like in a picture book I went

back to the definition in the literature and picked out key phrases such as assimilate and

colorblindness. These phrases were then linked to concepts and messages about each book that

was highlighted in the summary section of the analysis tool.

The literature also provided a deeper understanding to the findings in the data. For

example, Sleeter and McLaren (2009) provides a brief background to Multicultural Education

and shares that it can be traced historically back to the Civil Rights Movement, post World War

II, and started with the term multiethnic education. Sleeter (2009) describes that this term was

used to bridge racial and ethnic groups together. She also notes that the term Multicultural

Education was later created to broaden the umbrella and include identities such as gender and

other forms of diversity. As the umbrella that Sleeter describes has broadened, specifically

since 2000, Multicultural Education has expanded to move beyond simply fostering tolerance

85

to looking at issues of equity, justice, power, and privilege. When considering the nineteen

picture books reviewed, this historical context is important to consider because the majority of

the books reviewed were published between 1990-1999, which explains the emphasis on

particular races and the absence of other identities such as disabilities, religion, or sexual

orientation. In addition to this, understanding the historical connection and the framework of

Multicultural Education used at various times develops an understanding of where

philosophically the individuals or organizations were at when the lists of books I collected and

organized were created. This piece of the data supports the idea that different frameworks of

Multicultural Education are being used when books are being selected. Educators must be

aware of this to ensure the Multicultural Education books they are selecting to use match the

approach to Multicultural Education they support.

Implications

After completing the research projects and reflecting on the data, there are many

implications that come from the work. First, I would argue that the framework or criteria used

to generate lists of Multicultural Education needs to shift to include a broader scope of

identities, such as disabilities, sexual orientation, and religion. I would also argue that the

framework or criteria need to embed a stronger equity and social justice lens. When looking at

all of the lists collected, representation of people with disabilities, people that are gay, lesbian,

or bisexual, people that speak different languages, or people that have different religious or

spiritual beliefs are limited if included at all in the titles suggested. It is problematic that the

book lists easily available to teachers are based on an outdated approach to Multicultural

Education and is supporting the omission of marginalized groups.

86

Omission is just as harmful as blatant dehumanizing bias. Christensen (2009) explains

that the books educators bring into the classroom say a great deal about what the teacher thinks

is important, whose stories get told, whose voices are heard and whose are marginalized; so

even deeper than the messages that can be found in the books is the message about those voices

that are absent from them. When literature does not reflect everyone it sends the message that

certain identities are invisible or topics that should not be talked about. These actions alone can

socialize young children to form stereotypes and bias. These actions also lead to reinforcing

systems of power and privilege for dominant groups while continuing to marginalize those in

subordinate groups.

Second, using the process outlined on the instrument sheds light that there are messages

in books that are important for educators to be aware of. For example, one assumes teachers go

into the field of education to help students develop to their fullest potential. One may also

assume that teachers have best intentions in mind when developing their curriculum and that

their goal is not to instill dehumanizing bias in young children. However, if an educator does

not take the time to consider the messages that are in the literature they are using they may not

be aware of the messages they are sending to their students. This research provides support for

the value of completing this type of critical analysis and suggests that it could help educators

plan how they are going to present the book or generate a list of questions to ask to deepen the

thinking behind the concepts in the book.

Third, using this process and discovering the messages uncovered also creates an

argument that it would be beneficial for authors to consider using the instrument. The critical

analysis process used in this research could assist authors in becoming aware of different

perspectives regarding what messages are being included and the degree to which these

87

messages support the goal of the book. Using the textual analysis process described in this

dissertation the author could identify limitations to messages and create change that would

impact the entire message behind the book. To illustrate this point I will use the book Amazing

Grace (Hoffman, 1991), one that is on many lists of Multicultural picture books. During my

analysis of this book it became apparent that there are numerous places where empowerment

could be infused. For example, when Grace is at school she wants to be Peter Pan as she loves

acting out different characters and their adventures. Classmates begin to tell her she cannot

because she is a girl and she is black. This is a perfect time where an addition could have been

made to the story. For example, the teacher in the story could have stopped the conversation

and asked the students why they thought gender or race impacted whether Grace could play the

part. One of Grace’s classmates could have interjected into the conversation and stood up for

Grace and challenged her classmates. While there was evidence of empowerment and

encouragement given at home, the dehumanizing bias experienced at school was never

challenged in the story. From using the critical analysis instrument such changes may have

occurred in the book before it even went to publication.

Next Steps that Arise from the Current Research

There are many next steps that come from finishing this research project. After using

this process with just nineteen books the importance of doing so expanded greatly for me.

First, I feel inspired to do research and writing just on the importance of educators analyzing

the materials they use with students. In the fast-paced environments that our schools have

become my experience supports that teachers are just given their materials. In addition to begin

given curriculum materials teachers do not have the time to reflect about what maybe hidden

within their curriculum resources or may not even realize this is something they should be

88

concerned about. Second, I am interested in fine tuning the instrument and developing it into a

format where each part of the process is well-described. I think the idea of analyzing materials

can seem overwhelming, but if given an instrument such as the one used in this research project

with concrete directions, it could make the process less daunting. Last, I would like to

deconstruct and analyze additional books on the lists of Multicultural books as well as look at

more recently published books, use the process with these books, and generate teaching tips for

how to address the messages that may be embedded.

Limitations of the Research

As with any research project there are limitations. With this specific research project,

after using the instrument with the nineteen picture books it became apparent that the tool was

really designed to use with fiction picture books. There were three books that did not fit this

genre, and with the structure of the instrument it limited what information was able to be

collected, thus little analysis could be done. Another limitation was just having one reviewer

conducting the analysis; in the case of this study it as just me. Being able to compare findings

not only enhances trustworthiness to the research data, but also allows the analyzer to enhance

their own thinking when conducting the process with others. Multiple reviewers may also

address the limitation of personal bias as anyone conducting such an analysis will be coming to

the work with their own sociopolitical perspective of looking at concepts. Lastly, an

overarching limitation that became apparent when conducting the analysis for this research is

that teachers who are not trained in understanding a social justice and equity framework may

not be able to use the instrument themselves nor will they be able to understand the

implications described.

89

Recommendations for Future Research

There are several directions for future research. First, it would be interesting to

interview book publishers or the organizations that create Multicultural book lists and

determine their criteria for this classification. This classification could then be compared to the

instrument to establish the philosophical framework (teaching tolerance, heroes and holidays,

or equity and social justice) they are using to make their recommendations. Second, an

instrument could be created to use specifically with non-fiction children’s literature. A similar

instrument could also be created to use with novels or textbooks. This would broaden the

scope of materials used in schools. Last, it would be interesting to bring together a small group

similar to the pilot study and analyze another set of books or bring a group of authors together

to analyze their own books.

Conclusion

Recently I heard Peggy Orenstein (2011) speak about her new book, Cinderella Ate My

Daughter. She shared about going to see a movie with her daughter and how after the movie

she asked her daughter what she thought of the movie. In my perspective this action was

modeling how to engage with young children about things they read or see. Orenstein

describes how she was able to pose further questions and address assumptions and insights her

daughter had made about the movie. She asked the big questions. When I started this research

project I wanted to ask the big questions about children’s literature. I wanted to model a

process I knew was important in hopes of inspiring other educators. After spending months

reading and analyzing these nineteen Multicultural picture books I am even more convinced of

the importance of using this process. I would never advocate for not seeing a movie or reading

a certain book, rather teachers must be aware of the messages within and engage in

90

conversation after. Educators must ask themselves and the students they work with critical

questions. When teachers take the time to reread text and think critically about the materials,

they can prepare questions to ask their students, have thoughts on how to respond to questions

students may ask, and no longer continue to just go through the motions of the status quo which

reinforces power, privilege, and dehumanizing bias.

My primary research question was what messages are revealed when analyzing a

selection of Multicultural picture books through a critical lens? Throughout Chapter Four of

this dissertation I have summarized the data collection and offered interpretation for what these

messages are and the impact they have on young children. My secondary questions were how

do the nineteen books classified as Multicultural correlate with the different philosophies

(teaching tolerance, heroes and holidays, and equity and social justice) within the continuum of

Multicultural Education and what are the implications of the analysis for classroom teachers?

In Chapter Four I describe the process I was able to use to establish a connection between the

selected books and the different approaches to Multicultural Education. I also offered a

possible explanation for why the majority of the books connected to teaching tolerance and

heroes and holidays. This conversation continues in Chapter Five in my implications when I

discuss the changes that need to occur in the generation of the book lists.

The last piece of my secondary question, what are the implications for classroom

teachers, is the overarching message between Chapters Four and Five. This research project

has provided a small glimpse into the messages that can be found in children’s literature. In

addition to this, seeing the correlation between the books and the different approaches to

Multicultural Education sheds light on the various definitions that may be used when

individuals and organizations create such book lists. The blend of these components identifies

91

four things for classroom teachers to consider. One teachers need to consider what materials

they are using. Two, teachers need to be aware of what hidden messages maybe in their

materials. Three, teachers need to understand the impact the messages could have on students.

Last, teachers need to consider what they can do to address the messages found in materials.

This is no easy task for educators to take on. However, I believe one book at a time, using the

process described in this dissertation, teachers can begin to encourage critical thinking in our

students while changing power, privilege, and dehumanizing bias.

92

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Appendix A: Original Instrument

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Book Citation:

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character: Character: Character: Character:

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Race

Religion

Socioeconomics

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

110

Describe the plot of the story.

What are the characters’ motivations? (Goals/missions out of situation/life)

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

Are their any examples of dehumanizing bias noticed?

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

How does the story invite students to engage in real social and political issues?

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book… Summary of my thoughts on using the instrument…

Bias and positionality on book… Bias and positionality on using the instrument…

111

Dominant and Subordinate Grid

According to Tatum (2000) dominant groups hold the power and authority and set the

parameters for the subordinate groups to operate. The dominant group has the influence

to determine the structure of the society and this may play out in who gets the best job or

whose history is taught in our schools. In essence the dominant group is seen as the norm

for society. According to Botelho and Rudman (2009) identities such as race, class, and

gender are social constructions that establish sociopolitical and economic hierarchies and

power relations among people; children’s literature becoming the microcosm of these

ideologies. The below chart is taken in part from Hardiman and Jackson (2007).

Form of Oppression Dominant Group Subordinate Group

Racism White People of Color

Sexism Men Women and Transgender

Individual

Classism Owning Class Poor and Working Class

Ableism People without disabilities People with disabilities

Heterosexism Heterosexuals Lesbian, Gay, and

Bisexuals

Anti-Semitism Gentile Jewish

Religious Oppression Christian Non-Christian

112

Appendix B: Final Instrument

113

Book Citation:

Information about author’s background or intent stated on book:

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Character:

Character:

Character:

Reflective questions on:

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Race

Religion

Socioeconomics

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

114

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Identify the genre of the text:

Fiction (realistic fiction, historical fiction, fantasy, etc.)

Nonfiction (biography, autobiography, informational text)

Describe the plot of the story.

Who’s point of view is the story being told from?

What are the characters’ motivations? (Goals/missions out of situation/life)

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

Are their any examples of dehumanizing bias noticed?

115

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

How does the story invite students to engage in real social and political issues?

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book… Summary of my thoughts on using the instrument…

Bias and positionality on book…

Bias and positionality on using the instrument…

116

Appendix C: Data Collection Schedule

117

Monday Tuesday Wednesday Thursday

Week 1 Reading 1 of

book 1 and 2

Reading 2 of

book 1 and 2

Reading 3 of

book 1 and 2

Reading 4 of

book 1 and 2

Week 2 Reading 1 of

book 3 and 4

Reading 2 of

book 3 and 4

Reading 3 of

book 3 and 4

Reading 4 of

book 3 and 4

Week 3 Reading 1 of

book 5 and 6

Reading 2 of

book 5 and 6

Reading 3 of

book 5 and 6

Reading 4 of

book 5 and 6

Week 4 Reading 1 of

book 7 and 8

Reading 2 of

book 7 and 8

Reading 3 of

book 7 and 8

Reading 4 of

book 7 and 8

Week 5 Reading 1 of

book 9 and 10

Reading 2 of

book 9 and 10

Reading 3 of

book 9 and 10

Reading 4 of

book 9 and 10

Week 6 Reading 1 of

book 11 and

12

Reading 2 of

book 11 and

12

Reading 3 of

book 11 and

12

Reading 4 of

book 11 and

12

Week 7 Reading 1 of

book 13 and

14

Reading 2 of

book 13 and

14

Reading 3 of

book 13 and

14

Reading 4 of

book 13 and

14

Week 8 Reading 1 of

book 15, 16,

and 17

Reading 2 of

book 15, 16,

and 17

Reading 3 of

book 15, 16,

and 17

Reading 4 of

book 15, 16,

and 17

Week 9 5th

Reading of all books

118

Appendix D: Collection of Book Lists

119

Red = Titles of 2 frequency

Yellow = Titles of 3 or more frequency

Title, Author of Book #1 #2 #3 #4 #5 #6 #7 #8 #9

382 Shin Dang Dong

Frances Park

x

Abuela

Arthur Dorros

x x

Abuelita’s Paradise

Carmen Sanntiago Nodar

x

The Adventures of Sparrowboy

Brian Pinkey

x

A Day’s Work

Eve Bunting

x

The Afterlife

Gary Soto

x

Alef Is One: A Hebrew Alphabet and Counting

Book

Katherine Kahn

x

Ali: Child of the Desert

Jonathan London

X

Alice Yazzie’s Year

Ramona Maher

X

All the Colors of the Earth

Sheila Hamanaka

X x x

All the Colors We Are

Katie Kissinger

x x

Alphabet City Ballet

Erika Tamar

X

Amal and the Letter from the King

Chitra Gajadin

x

Amazing Grace

Mary Hoffman

x x

Amelia’s Road

Linda Jacobs Altman

x x

The American Wei

Marion Hess Pomeranc

X

In America’s Shadow Kimberley Komatsu

x

And Tango Makes Three

Justin Richardson and Peter Parnell

x

Angel Child, Dragon Child

Michele Maria Surat

x

Angel City

Tony Johnston

x

Angelina’s Island

Jeanette Winter

x

Angels Ride Bikes and Other Fall Poems

Francisco X. Alarc

X

Anna Banana and Me

Lenore Blegvad

x

Anni’s India Diary

Anni Axworthy

x

Apple Pie 4th of July

Janet Wong

x

Around the World

John Coy

x

Asha’s Mums

Rosamund Elwin

x

120

Ashok by Any Other Name

Sandra Yamate

x

At the Crossroads Rachel isadora

x

Aunt Flossie’s Hats

Elizabeth Howard

x

Aunt Harriet’s Underground Railroad in the Sky Faith Ringgold

X x

Away from Home

Anita Lobel

X

Babushka Baba Yaga Patricia Polacco

X

Baby-O Nancy White Carlstrom

X

Back Home

Gloria Pinkey

x

Barefoot: Escape on the Underground Railroad Pamela Duncan Edwards

X

Baseball Saved Us

Ken Mochizuki

X

The Bat Boy & His Violin Gavin Curtis

X

Beautiful Warrior: The Legend of the Nun’s Kung

Fu

Emily Arnold McCully

X

Bein’ with You This Way

W. Nikola-Lisa

x

Be Good to Eddie Lee Virginia Fleming

x

Belinda’s Bouguet

Leslea Newman

x

The Best Beekeeper of Lalibela a Tale from Africa Cristina Kessler

x

The Best Bug to Be

Dolores Johnson

x

Best Friends Miriam Cohen

x

Big Al

Andrew Clements

x

Big Boy Tololwa Mollel

x

Big Bushy Mustache

Gary Soto

x

Big Friend, Little Friend Eloise Greenfield

x

Big Jimmy’s Kum Ka Chinese Take Out

Ted Lewin

x

Bird Talk Lenore Keeshing-Tobias

x

A Birthday Basket for Tia

Pat Mora

x x

Black Like Kyra Judith Vigna

x

The Blue Rose

Linda Boyden

x

Boundless Grace Mary Hoffman

x

The Bracelet

Yoshiko Uchida

x

Bread, Bread, Bread Ann Morris

x

Brother Eagle, Sister Sky

Susan Jeffers

x

121

Brothers of the Knight

Debbie Allen

x

Brothers in Hope Mary Williams

x

Building an Igloo

Ulli Steltzer

x

The Butter Man Elizabeth Alalou

x

Can You Count Ten Toes?: Count to 10 in 10

Different Languages Lezlie Evans

X

A Cafecito Story

Belkis Ramirez

x

Cleversticks Bernard Ashley

x

Caribbean Dream

Rachel Isadora

x

The Carousel Liz Rosenberg

x

Celebrating Ramadan

Diane Hoyt-Goldsmith

X

Cendrillon: A Caribbean Cinderella Robert D. San Souci

X

Chachaji’s Cup

Uma Krishnaswami

X

Char Siu Bao Boy

Sandra Yamate

X

Chato and the Party Animals Gary Soto

X

Cherry Tree

Ruskin Bond

x

Chicken Sunday Patricia Polacco

x x x

Children from Australia to Zimbabwe

Maya Ajmera

x

Children Just Like Me Barnabus Kindersley

x x

Children’s Home

Hoonie Feltman and Margaret Robson

Claudette Colvin Phillip Hoose

x

Clean Your Room, Harvey Moon

Pat Cummings

x

Clive Eats Alligators Alison Lester

x

Colors Around Me

Vivian Church

x

The Color of Home Mary Hoffman

x

Come Sit by Me

Vivian Church

x

Cornrows Camille Yarbrough

x

Come Sit by Me

Margaret Merrifield

X

Coming to America The Story of Immigration Betsy Maestro

x

A Country Far Away

Nigel Gray

x

Creativity John Steptoe

x

Daddy and I

Eloise Greenfield

X

122

Daddy and Me

Jeanne Moutoussamy-Ashe

x

Daddy’s Roommate Michael Willhoite

x

Dancing in the Wings

Debbie Allen

x

Dancing with the Indians Angela Shelf Medearis

x

Daniel’s Dog

Jo Ellen Bogart

x

The Day Gogo Went to Vote Elinor Sisulu

x

The Day of Ahmed’s Secret

Florence Parry Heide

x x

Dear Juno

Soyung Pak

x

Do like Kyla

Angela Johnson

x

Down the Road Alice Schertle

X

DRAGON Kite of he Autumn Moon

Valerie Redddix

x

Drylongso Virginia Hamilton

x

Dulcie Dando

Sue Stops

X

Earthdance

Joanne Ryder

X

Eatting Fractions

Bruce McMillan

X

Echoes of the Elders: The Stories and Paintings of

Chief Lelooska

Chief Lelooska

X

Encounter Jane Yolen

x

Esmeralda and the Pet Parade

Cecile Schoberle

x

Evan’s Corner Elizabeth Hill

x

Everybody Bakes Bread

Norah Dooley

X

Family Pictures Carmen Lomas Garza

x

Fa Mulan: The Story of a Woman Warrior

Robert D. San Souci

X

Fat Fat Rose Marie Lisa Passen

X

Feliciana Feydra LeRoux: A Cajun Tall Tale

Tynia Thomassie

X

Fiesta USA George Ancona

x

Finding the Green Stone

Alice Walker

x x

Finger Foods

Chris Despande

x

The Fire Children: A West African Creation Tale

Eric Maddern

X

Firefly Night

Carole Gerber

x

First Day in Grapes

L. King Perez

x

First Pink Light

Eloise Greenfield

x

123

Flossie and the Fox

Patricia McKissack

x

Fly Away Home Eve Bunting

x X

Follow the Drinking Gourd

Jeanete Winter

x

For You Are a Kenyan Child Kelly Cunname

x

Four Feet, Two Sandals

Karen Williams

x

Friday Night is Papa Night Emily McCully

x

Friends from the Other Side

Gloria Anzaldua

X

Full, Full, Full of Love

Trish Cook

x

Galimoto

Karen Williams

x

A Gift Yong Chen

x

The Girl Who Loved Caterpillars

Jean Merrill

x

The Girl Who Spun Gold Virginia Hamilton

X

Grandfather Counts

Andrea Cheng

x

Grandfather’s Story Cloth

Linda Gerdner

x

Grandma’s Baseball

Gavin Curtus

x

The Great Adventure of Wo Ti

Julie Downing

x

The Great Kapok Tree

Lynne Cherry

x

Golden Bear

Ruth Young

x

Going Home Coming Home

Trong Tran

x

Good Luck, Mrs. K

Louise Borden

X

Go Team

Michi Fujimoto

x

Good Morning Franny, Good Night Franny, Emily

Hearn

X

Grandfather’s Story Cloth

Linda Gerdner

x

Grandma and Me at the Flea

Juan Herrera

x

Haitian Days: Ti Djo Remembers

Marcus Plaisimond

x

Halmoni and the Picnic

Sook Nyul Choi

X X

Hannah is My Name Belle Yang

x

Hard to Be Six

Arnold Adoff

x

Hats Off to Hair Virginia Kroll

x

The Have a Good Day Café

Frances Park

x

He Bear She Bear Stan and Jan Berenstain

x

He’s Got the Whole World in His Hands

Kadir Nelson

x

124

Here Comes Kate!

Judy Carlson

x

The Hermit and the Wall Thich Nhat Hanh

x

Hey Little Ant

Phillip and Hannah Hoose

x

Hoang Breaks the Lucky Teapot Rosemary Breckler

x

Home at Last

Susan Elya

x

Home Place Crescent Dragonwagon

x

The Honest-to-Goodness Truth

Patricia C. McKissack

X

Horse Song

Ted Lewin

x

Houses and Homes

Ann Morris

x

How Many Donkeys? Margaret MacDonald

x

The Hunterman and the Crocodile

Baba Wagu Diakit

X

I Can’t Sleep! Michi Fujimoto

x

I Got Community

Melrose Cooper

x

I Hate My Name!

Eve Grant

x

I Live in Tokoyo

Mari Takabayashi

x

I Lost My Tooth in Africa

Penda Diakite

x

I Love Saturdays y domingos

Alma Ada

x

I Make Music

Eloise Greenfield

x

I’m Not Frightened of Ghosts

Juliet Snape

x

I’m the Big Sister Now

Michelle Emmert

x

Irene and the Big, Fine Nickel

Irene, Smalls-Hector

x

In the Small Small Night

Jane Kurtz

x

It Takes a Village

Jane Cowen-Fletcher

x

Island Baby

Holly Keller

x

Jalapeno Bagels

Natasha Wing

X

Jamal’s Busy Day

Wade Hudson

x

Jambo Means Hello Muriel Feelings

x

Jennifer Has Two Daddies

Priscilla Galloway

x

Jenny Beth Wilson

x

Jenny’s Journey

Sheila White Samton

x

Jeremy’s Dreidel Ellie Gellman

X

Jungle Dancer

Cynthia Smith

x

125

Jonathan and His Mommy

Irene Smalls-Hector

x

Joseph Had a Little Overcoat Simms Taback

X

Kenji and the Magic Geese

Ryerson Johnson

x

La Mariposa Francisco Jimenez

X

The Leaving Morning

Angela Johnson

x

Less than Half, More than Whole Kathleen Lacapa

X

The Librarian of Basra

Jeanette Winter

x

Lights on the River

Jane Resh Thomas

X

The Little Band

James Sage

x

The Little Weaver of Thai Yen Village Tran Khanh Tuyet

X

Living in Two Worlds

Maxine Rosenberg

X

The Lorax Dr. Seuss

X

Lorenzo, the Naughty Parrot

Tony Johnston

x

Lots of Dads

Shelley Rotner

x

Louise Builds a House

Louise Pfanner

X

Loving

Ann Morris

x

Madlenka’s Dog

Peter Sis

x

Mama Does the Mambo

Katherine Leiner

x

Mama Do You Love Me?

Barbara Joosse

x

Mama and Papa Have a Store

Ameila Carling

x

Mama Says

Rob Walker

x

Many Ideas Open the Way

Randy Snook

x

Margaret and Margarita

Lynn Reiser

X x

Marshmallows, Monsters, and Mice

Wendy Hartmann

X

Matthew and Tilly

Rebecca Jones

X

Max

Rachel Isadora

X

Meet Danitra Brown Nikki Grimes

x

A Million Fish…More or Less

Patricia McKissack

x

Moja Means One Muriel Feelings

X

Monsoon Music

Kashira Sheth

x

The Moon Lady Amy Tan

x

More More More, Said the Baby

Vera Williams

x x

126

More Than Anything Else

Marie Bradby

X

Morning on the Lake Jan Waboose

x

Muktar and the Camels

Janet Graber

x

Mrs. Katz and Tush Patricia Polacco

X x

My Abuelita

Tony Johnston

x

My Chinatown Kam Mak

x

My Dad Takes Care of Me

Patricia Quinlan

X

My Dadima Wears a Sari

Kashmira Sheth

x

My Diary from Here to There

Amada Perez

x

My Doll, Keshia Eloise Greenfield

x

My Friend Jamal

Anna McQuinn

x

My Grandma Has Black Hair Mary Hoffman

X

My Grandpa and the Sea

Katherine Orr

x

My Grandson Lew

Charlotte Zolotow

X

My House Has Stars

Megan McDonald

x

My Man Blue

Nikki Grimes

X

My Mom Can’t Read

Muriel Stanek

X

My Mother the Mail Carrier

Inez Maury

X

My Name Was Hussein

Khristo Kiuchukov

x

Nadia’s Hands

Karen English

X x

A Name on the Quilt

Jeannine Atkins

X

New Shoes for Sylvia

Johanna Hurwitz

X

Nim and the War Effort

Milly Lee

X

No Dinner!: The Story of the Old Woman and the

Pumpkin

Jessica Souhami

X

No English Jacqueline Jules

x

Nora’s Ducks

Satomi Ichikawa

x

Nursery Tales Around the World

Judy Sierra

X

The Nutmeg Princess

Richardo Keens Douglas

X

Old Hat, New Hat

Stan Berenstain

X

Oliver Button is a Sissy

Tomie dePaola

X

One Grain of Rice: A Mathematical Folktale

Demi

X

127

One Hen

Katie Milway

x

One of Three Angela Johnson

x

On a Hot, Hot Day

Nicki Weiss

x

On the Go Ann Morris

X x

On Mother’s Lap

Ann Scott

x

Osa’s Pride Ann Grifalconi

x

Our Big Home: An Earth Poem

Linda Glaser

x

Our Teacher’s in a Wheelchair

Mary Ellen Power

X

Over the Green Hills

Rachel Isadora

The Owl and the Woodpecker Brian Wildsmith

X

The Paper Bag Princess

Robert Munsch

X

The Paper Dragon Marguerite Davol

X

The Paperboy

Dav Pilkey

X

Passage to Freedom: The Sugihara Story

Ken Mochizuki

X

Paul and Sebastian

Rene Escudie

X

Pearl Mosocowitz’s Last Stand

Arthur Levine

X

The People Who Hugged the Trees

Deborah Lee Rose

X

Petey Moroni’s Camp Runamok Diary

Pat Cummings

x

Perfect Pinata

Kelli Dominguez

x

A Place to Grow

Soyung Pak

x

Prietita and the Ghost Woman

Gloria Anzaldua

X

Pueblo Story Teller

Diane Hoyt Goldstein

X

Purnima’s Parrot

Feroza Mathieson

X

Punia and the King of Sharks: A Hawaiian Folktale

Lee Wardlaw

X

Race You, Franny

Emily Hearn

X

Rachel Parker, Kindergarten Show-Off

Ann Martin

x

The Rag Coat

Lauren Mills

X

Ragsale

Artie Ann Bates

X

Rainbow Fish

Marcus Pfister

X

Rainbow Fish to the Rescue

Marcus Pfister

X

Rain Talk

Mary Serfozo

x

128

Rainy’s Powwow

Linda Raczek

x

The Rajah’s Rice David Barry

X

The Red Comb

Fernado Pico

X

The River that Gave Gifts Margo Humphrey

X

The Rough-Face Girl

Rafe Martin

X

Sachiko Means Happiness Kimiko Sakai

Sam and the Tigers: A New Telling of Little Black

Sambo Julius Lester

X

Sanchiko Means Happiness

Kimiko Sakai

X

Sam Johnson and the Blue Ribbon Quilt Lisa Campbell

X

Sami and the Times of the Troubles

Florence Parry Heide

X

Satchel Paige Lisa Cline-Ransome

X

Say Hola to Spanish

Susan Middleton Elya

X

Seeing in Special Ways Thomas Bergman

X

Seven Spools of Thread: A Kwanzaa Story , Angela

Shelf Medearis

X

Shades of Black Sandra Pinkey

x

Shining

Julius Lester

x

Shi-shi-etko Nicola Campbell

x

Shortcut

Donald Crews

x

Sidikiba’s Kora Lesson Ryan Skinner

x

Silent Lotus

Jeannae Lee

x

Silent Music James Rumford

x

Sitti’s Secrets

Naomi Shihab Nye

X

Smoky Night Eve Bunting

X

Snapshots from the Wedding

Gary Soto

X

The Sneetches and Other Stories Dr. Seuss

X

Sofie and the City

Karma Grant

x

Sophie and the City

Karima Grant

x

Some Frog

Eve Bunting

X

Somewhere in Africa

Ingrid Mennen and Niki Daly

X

Somewhere in the World Right Now

Stacey Schuett

x

Speak English for Us, Mariso!

Karen English

x x

129

Squizzy the Black Squirrel

Chuck Stone

X

Stellaluna Janell Cannon

X

The Streets are Free

Monika Doppert

X

Subira, Subira Tololwa M. Mollel

X

Sunshine Home

Eve Bunting

X

Sukey and the Mermaid Robert D. San Souci

X

Swimmy

Leo Lionni

x

T is for Terrific

Mahji Hall

x

The Tale of Rabbit and Coyote

Tony Johnston

X

Talk to Me Sue Brearley

x

Tap-Tap

Karen Lynn Williams

X

Tar Beach Faith Ringgold

x

Tea with Milk

Allen Say

X

Teammates

Peter Golenbock

x

Things I Like about Grandma

Francine Haskins

x

This is the Way We Go to School

Edith Baer

x

This Is Our House

Michael Rosen

X

Three Wishes

Lucille Clifton

x

Through My Eyes

Ruby Bridges

X

Through My Window

Tony Bradman and Eileen Browne

X

Tiger

Judy Allen

x

To Be a Kid

Maya Ajmera

x

To Everything There Is a Season

Leo and Diane Dillon

X

Tomás and the Library Lady

Pat Mora

X x

Too Many Tamales

Gary Soto

X

The Treasure on Gold Street

Lee Merrill Byrd

X

Treasure Nap Juanita Havill

x

Trouble

Jane Kurtz

X

True or False? Patricia Ruben

x

Two and Too Much

Mildred Walter

x

Uncle James Marc Harshman

x

Uncle Peter’s Amazing Chinese Wedding

Lenore Lee

x

130

The Upside Down Boy

Juan Herrera

x

A Very Important Day Maggie Herold

x

Very Last First Time

Jan Andrews

x

Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard

X x

A Visit to Amy-Claire

Claudia Mills

x

Wait and See Tony Bradman and Eileen Browne

X

The Wakame Gatherers

Holly Thompson

x

Wake up, World!

Beatrice Hollyer

x

The Wall

Eve Bunting

x x

Wangari’s Trees of Peace Jeanette Winter

x

A Weave of Words: An Armenian Tale

Robert D. San Souci

X

We Can Do It Laura Dwight

X

We Keep a Store

Anne Shelby

x

Welcoming Babies

Margy Burns Knight

x

What Comes in Spring?

Barbara Horton

x

What is Beautiful?

Maryjean Watson Avery

x

What Kind of Babysitter Is This?

Dolores Johnson

x

What Will Mommy Do When I’m at School

Dolores Johnson

x

Wheels: A Tale of Trotter Street

Shirley Hughes

x

When Africa Was Home

Karen Williams

x

When I Am Old with You

Angela Johnson

x

When I was Little

Toyomi Igus

x

Where Did You Get Your Moccasins?

Bernelda Wheeler

x

Where Does the Trail Lead?

Burton Albert

x

While I Sleep

Mary Calhoun

x

Who Belongs Here? An American Story

Margy Burnes Knight

x

Whoever You Are Mem Fox

x

Who’s in a Family?

Robert Skutch

x

Willie’s Not Hugging Kind Joyce Durhman Barrett

x

William’s Doll

Charlotte Zolotow

x

Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest Woman

Kathleen Krull

X

131

Sour

ce

#1 ~

Rea

ding is Fundamental

Is the oldest and largest children's and family nonprofit literacy organization in

the United States. RIF’s highest priority is reaching underserved children from

birth to age 8. This list was compiled by Judy Freeman of the decades 100 best

Multicultural Read-Aloud books. I pulled out only the books that were picture

books.

http://www.rif.org/educators/books/100_best_Multicultural .mspx

Source #2 ~ Syracuse Cultural Workers Tools for Change

Peace and Justice Publisher and Distributer. Founded in 1982, SCW is a

progressive publisher committed to peace, sustainably, social justice, feminism

and Multicultural ism. We create and publish visual materials, like calendars,

posters, T-shirts, cards and postcards, and distribute them across North

America. We also distribute selected products, like books, music and DVDs, to

complement our offerings.

Source #3 ~ Start Seeing Diversity: The Basic Guide to an Anti-Bias Classroom, Ellen

Wolpert

(2005) Saint Paul: Redleaf Press

In Appendix of this book has a listed of suggested books for children.

Source #4 ~ Strategies that Work: Teaching Comprehension to Enhance Understanding,

Stephanie

Harvey and Anne Goudvis

(2000) Portland: Stenhouse Publishers

In Appendix of this book has a list of books that focus on contemporary social

issues.

With My Brother

Eileen Roe

x

Working Cotton Sherley Anne Williams

x x

The World Turns Round and Round

Nicki Weiss

X

Yo! Yes? Chris Raschka

X

Yoko

Rosemary Wells

X

You Be Me, I’ll Be You Pili Mandelbaum

x

Your Move

Eve Bunting

x

You’re My Nikki

Phyllis Eisenberg

x

You're Not My Best Friend Anymore

Charlotte Pomerantz

x

132

Source #5 ~ Kaleidoscope: A Multicultural Booklist for Grades k-8, Rudine Sims Bishop (Ed)

(1994) Urbana: National Council of Teachers of English

In this book this is a specific section on books for very young children and

picture books

Source #6 ~ Hennepin County Library System

http://www.hclib.org/BirthTo6/booklistaction.cfm?list_num=363&ipacSession=

Has a list of picture books and chapter books deemed Multicultural . Looked

specifically just at the picture book section.

Source #7 ~ Duluth Library System

http://duluth.lib.mn/YouthServices/Booklists/Multicultural

Has a list of Multicultural picture books for children.

Source #8 ~ Boston Public Library

http://www.bpl.org/kids/booklists/multic.2.htm

Has a list of Multicultural books for children.

Source #9 ~ National Association for Multicultural Education

A nonprofit organization advocating for educational equity and social justice.

Under their resources section has a short list of Multicultural picture books

recommended.

133

Appendix E: Pilot Study

134

Pilot Study ~ Book One ~ My Review

Book Citation:

Mora, P. (1997). A Birthday Basket for Tia. New York, New York: Aladdin Paperbacks.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Cecilia

Little girl

Thoughtful and creative

Dark hair and eyes

Brown skin

Character:

Chica

Cat

Silly

Orange

Character:

Mama

Mom of little girl

Cooks

Dark hair and eyes

Brown Skin

Character:

Tia

Turning 90 years old

Has a cane

Involved in Cecila’s

life…reads to her,

cooks, takes care of her

when she is sick

Nurturing

From Mexico

Brown Skin

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Only female main characters

Both adult woman are nurturing (cooking, taking care of Cecila) and responsible for planning and

coordinating the party; no male characters show up until the party

Race

All three human characters are of color. Reference is made that Tia is from Mexico. There are

cultural stereotypes connected to this: Spanish words used throughout the book; bright colors;

mom is making beans; piñata; men playing music at party reminds me of a mariachi band.

Religion

NA

Socioeconomics

No discussion of money is present in the plot of the story, however implicitly Cecilia doesn’t

mention buying a present, rather wants to find something around her house to give as a gift and

focuses on the thoughtfulness of a gift.

135

Sexual Orientation

NA

Abilities

Tia has a can and the drops it at the end of the story to dance with Cecila.

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

Cartoon images

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

They are depicted as individuals with some distinctive features; at party some women have different hair

styles; one man has facial hair; etc.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

No dominant group members portrayed in text as main characters. Males only arrive in the story for the

party, as music players and participants. While the lead characters are of the subordinate group, they are

still playing the stereotypical role.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

Cecilia is a young girl sitting with her cat at the beginning of the story talking about it being a special day

since it’s her aunts 90th

birthday. She goes into kitchen where mom makes breakfast and is cooking for the

party. Cecilia tries to decide what to give her aunt and decides to make her a basket with things that

represent what they do together, like read books, cook, pick flowers. Cecilia shows her mom the basket

and then they fill a piñata. The music arrives with the people and Tia is surprised when she arrives.

Cecilia gives Tia her basket.

What are the characters’ motivations? (Goals/missions out of situation/life)

Mama and Cecilia’s goal seems to be to make a special celebration for Tia.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Aunt and mama play the role as the caretaker for Cecilia; specifically mom is seen as the servant,

preparing all the food for Cecilia and the party; the cat is the silly character; and male characters show up

for the party.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Females as main characters, however the roles they play still depict gender stereotypes.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

The little girl wants to give her aunt something so looks through all her things to try and decide what she

could give as a birthday present.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

136

Not present

Are their any examples of dehumanizing bias noticed?

Not present

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

Not present

How does the story invite students to engage in real social and political issues?

Not present

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

Cute little picture book on young girl planning for

aunts birthday. Seems like the only reason it is

classified as a MC book is because it depicts

characters of color and highlight stereotypical traits

of people that speak Spanish. I wonder why only

the little girl and the cat are addressed by names in

the story, where mama and tia are simply that.

Summary of my thoughts on using the instrument…

This particular book had a number of cultural

stereotypes that are indirectly connected to race.

Culture is not listed in the dominant/subordinate

grid, so items that I listed here, may or may not get

added to acknowledge their present depending if

analyzing sees the indirect connection or not.

Bias and positionality on book…

Before reading the book I previewed the cover and I

felt like this was going to be one of those books that

is a MC book because it has people of color in it.

This being the first book I analyzed it quickly

became clear how I can create the codes for

identifying if a book falls into TT, HH, or ES on the

MC continuum. Simply having a book with people

of color in it and calling it MC seems to match the

tokenizing that happens with a HH approach.

Bias and positionality on using the instrument…

137

Pilot Study ~ Book One ~ Peer Reviewer #1

Book Citation:

Mora, P. (1997). A Birthday Basket for Tia. New York, New York: Aladdin Paperbacks.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Cecilia

Creative

Helpful

Playful

Thoughtful

Character:

Chica

Silly

Playful

Nosy

Character:

Mama

Caring

Character:

Tia

90 years old

Great aunt

Nurturing

Caring

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Subordinate ~ all females

Race

Subordinate ~ Hispanic/Latino

Religion

NA

Socioeconomics

Maybe lower class ~ making presents instead of buying them, plays with simple things instead of

toys

Sexual Orientation

NA

Abilities

Great aunt uses a cane to help her walk.

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

Stereotypical cartoon images are portrayed

138

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

The character’s faces look stereotypically alike with only subtle differences

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

No, the subordinate group (female/Hispanic) are the ones who are in the leadership roles. The men only

come into the story at the party to play in the band.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

It’s Tia’s 90th

birthday and Cecilia is trying to find a present for her. Cecilia puts together a basket of

things that remind her of what they do together.

What are the characters’ motivations? (Goals/missions out of situation/life)

They are family oriented and they like to spend time together and celebrate life.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Cecilia is the main character. She is the one who is looking for a present. Mama is the servant. She is

doing all the cooking for the party. Tia is the nurturer. She spends time with and cares a lot about Cecilia.

Chica is the silly one always getting in the way.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

I feel like in this book the roles challenge the stereotypes of the subordinate group. The Hispanic females

are the main characters and the leaders of the house, were this is the “typical” male role.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

It doesn’t seem to play a big role in the book. They don’t see to have a lot of money, but it isn’t an issue.

Cecilia is happy, looking for a present that is thoughtful rather than expensive. She is content playing with

simple things like sticks and balls rather than toys.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

Cecilia has the power in the book. Her goal in the book is to make Tia happy.

Are their any examples of dehumanizing bias noticed? I didn’t notice any.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

Tia dancing without her cane could be portrayed as empowering, but also could be seen as unrealistic.

How does the story invite students to engage in real social and political issues?

It could show students that having money isn’t important, to have the love of family is. When giving a

present to someone it’s the the thought that counts not how much you spend on it.

Fifth Reading:

Final Reading

139

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

The book was fine, I’m not sure if I’d use it in my

class.

Summary of my thoughts on using the instrument…

It’s very thought provoking

Bias and positionality on book…

NA for pilot study

Bias and positionality on using the instrument…

NA for pilot study

Pilot Study ~ Book One ~ Peer Reviewer #2

Book Citation:

Mora, P. (1997). A Birthday Basket for Tia. New York, New York: Aladdin Paperbacks.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Cecilia

Playful

Caring

Dress

Character:

Chica the cat

Silly

Playful

Character:

Mama

Cooking

Dress

Heels

Domestic

Character:

Tia

Great aunt

Supportive

Encouraging

Nurturing

Reminiscent

Playful

Cane

Dress

Name???

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Women domestic duties; men show up for party

Females in dresses

Race

Latino’s like to party.

Religion

NA

Socioeconomics

NA

Sexual Orientation

NA

Abilities Tia needs a cane.

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

140

cartoon images portrayed?

The pictures are cartoon images, but better than some others I’ve seen; they are somewhat stereotypical –

all people (except Tia) have dark brown hair. Tia has white (of course). Chica the cat has person like

qualities.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

All the men look alike with the exception of hair style. Same for the women. No real distinctive features on

any characters.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

Mama is doing the domestic duties for the party. “The men” come for the party. No other dominant group

is mentioned.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

A little girl is getting ready for her great-aunts 90th

birthday. Mom cooks for the party while the girl

collects things from around the house to give Tia for her birthday. Then they have party and Tia does not

need her cane to dance.

What are the characters’ motivations? (Goals/missions out of situation/life)

Cecilia to find the perfect present for Tia; Chica to be silly; Mama to prepare for the party; and Tia in

Cecilia’s memories, to nurture Cecilia; I don’t understand the motivation behind her not using the cane.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Chica the cat and Cecilia have the lead roles; Mama is the domestic role; Tia is the sweet old aunt.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Mama supports women’s stereotypical role or domestic leads. Tia supports ageist stereotypes about a 90

year old with the cane, but she’s also pretty attractive and active. The food mama is preparing is

stereotypical.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Cecilia wants to give her possessions to Tia for her birthday. This idea is central to the story.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

Men have the power ~ when they show up its party time!

Somewhat elder reverence.

Are their any examples of dehumanizing bias noticed?

Like how the cat has a name and Tia is just Tia. I’m not sure about this. Some people do call their aunties,

aunties ???

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

141

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

None really ~ although Tia must have felt pretty empowered when she could dance with no cane!

How does the story invite students to engage in real social and political issues?

It does not.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

I’m really bothered by the car. And that Tia didn’t

dance with her cane at the end ~ like a big finale ~

seems irrelevant. And bothered by the guys who

just show up for the party.

Summary of my thoughts on using the instrument…

It really did help me think twice about the quality of

the book and very much more in-depth than after

my 1st read.

Bias and positionality on book…

NA for pilot study.

Bias and positionality on using the instrument…

NA for pilot study

142

Pilot Study ~ Book One ~ Peer Reviewer #3

Book Citation:

Mora, P. (1997). A Birthday Basket for Tia. New York, New York: Aladdin Paperbacks.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Cecilia

Resourceful

Generous

Young

Dark hair and skin

Good cook

Playful

Feminine appearance

Character:

Chica the cat

Silly

Character:

Mama

Cooking

Happy

Youthful adult

Dark hair and skin

Attractive

Domestic

Feminine

Character:

Tia

Feminine

Reader

Gray Hair

Old

Domestic

Warm/Affectionate

Caregiver

Non-mobile

Daring

Dance without cane

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Female characters appear alone doing traditional domestic tasks

Race

NA

Religion

NA

Socioeconomics

NA

Sexual Orientation

NA

Abilities

Older character appears with a cane and bent over with no mention of disability.

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

Cartoon imagines, paper wrinkled, torn, or fabric art.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Same faces with great aunt appearing.

143

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

Subordinate group is “party leading” while performing traditional female roles.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

Young girl finds a perfect gift for her aunts 90th

birthday by selecting items from her home that she

associates with pleasant memories of her aunt.

What are the characters’ motivations? (Goals/missions out of situation/life)

Cecilia’s goal is to make her tia happy. Mama’s goal is to cook, prepare for party, and ask her daughter

questions.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Mama is servant; Cecilia is led and motivates Tia to dance without a cane. Tia is in need of saving of her

disability.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Mama supports a traditional domestic female role.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

There is no mention of money, but it was interesting that the young girl does not ask for money, but instead

looks for gifts in her home; does this reinforce a view that people of color do not have money?

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

Able people have power and disabled person can only dance without her cane when she is made happy by

gifts.

Are their any examples of dehumanizing bias noticed?

I think the role of mama reinforces a traditional stereotype. Also absence of a male caregiver reinforces

sexist values.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

Young girl empowers a disabled person to walk free of a cane through happiness; weak and unrealistic

example.

How does the story invite students to engage in real social and political issues?

I don’t think it does.

144

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

Besides depicting Mama as a traditional domestic, I

don’t think the book does much of anything. It is

only reinforcing negative stereotypes through the

absence of situations which depict subordinate

groups in powerful roles.

Summary of my thoughts on using the instrument…

Very comprehensive. I am in a metal frame for

looking for bias perhaps where it doesn’t exist???

Bias and positionality on book…

NA for pilot study.

Bias and positionality on using the instrument…

NA for pilot study

145

Pilot Study ~ Book One ~ Peer Reviewer #4

Book Citation:

Mora, P. (1997). A Birthday Basket for Tia. New York, New York: Aladdin Paperbacks.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Cecilia

Thoughtful

Playful

Family Centered

Patient

Kind

Happy

Character:

Tia

Reads books with C

Is loving

Complimentary

Patient

Active

Character:

Mama

Cooks

Playful

Family Oriented

Character:

Absents of male

characters

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Race

Religion

Socioeconomics

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

Though the imagines are constructed out of paper and water colors; the faces are accurate, real depictions

of people, but Cecilia’s skin sometimes looks ruddy or dirty because of the water color.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

The imagines show characters with distinct features, some have lighter skin and hair and some have darker

features. They feature people with different hair styles too.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

There are no white characters in this book, unless you consider a few people at the party, one male, so race

does not appear to play a role here. All the action is done by the females. The only time male characters

show up is to play music for the party and participate in the celebration.

146

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

Cecilia prepares a gift for her aunts 90th

birthday celebration combining all of the things her and her aunt

like to do together. She helps her mother prepare; the band and guests show up to celebrate her aunts

birthday together.

What are the characters’ motivations? (Goals/missions out of situation/life)

I don’t think this book displays any characters motivations against oppressive situation. The motivation of

Cecilia and her mother is to celebrate her aunts birthday and the aunts motivation is to care for her niece.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

The mom and aunt play caretaker roles.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

The mom plans the party without the help of a male character. In fact it appears that all things are done

without a male character as if she is a single parent.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Possessions do not seem as important as memories. Her aunt values her reused gifts as much as anything.

The family appears to have enough possessions and means to share to celebrate with family and

community.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

I don’t see power or privilege show up in this text, could be due to the absence of male and nonwhite

characters.

Are their any examples of dehumanizing bias noticed?

None that I noticed.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

I did not notice characters trying to stand up for others or breaking through their situation. I did notice the

aunt and mother were very supportive of Cecilia.

How does the story invite students to engage in real social and political issues?

There isn’t a strong message in this text to engage in social and political issues.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

This is a nice book about family celebrating and

supporting each other. This book does not push or

expose inequities.

Summary of my thoughts on using the instrument…

None

147

Bias and positionality on book…

NA for pilot study.

Bias and positionality on using the instrument…

NA for pilot study

148

Pilot Study ~ Book One ~ Peer Reviewer #5

Book Citation:

Mora, P. (1997). A Birthday Basket for Tia. New York, New York: Aladdin Paperbacks.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Cecilia

Happy

Contemplative

Compliant

Thoughtful

Gentle

Bossy with her cat

Character:

Tia

Happy

Thoughtful

Character:

Mama

Domestic (typical

female role)

Nurturing

Happy

Thoughtful

Character:

Chica

Curious

Spontaneous

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Females prepare for the party; males show up when party begins and are only musicians

Race

Traditions shown through party food; celebration/culture

Religion

Socioeconomics

Sexual Orientation

Abilities

Tia has a cane but is not looked at in a negative way, just old age

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed? Somewhat cartoonish.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Faces could look more distinctive.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

There doesn’t seem to be a subordinate group racially. I would say females seem to be the subordinate

groups here, preparing for the party.

Third Reading:

Third Reading ~ Analysis of the plot of the text

149

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

A mother and daughter prepare for a 90th

birthday, surprise party for great aunt Tia.

What are the characters’ motivations? (Goals/missions out of situation/life)

The two main characters, Cecilia and her mom want to create/prepare for a surprise for a beloved aunt

Tia.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Lead = mom

Cecilia = daughter, supporting role, but takes on the task of gathering a birthday present for Tia

Buffon = cat who Cecilia likes to boss around

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Supports stereotypes of women being domestics; Cecilia and her mom are doers, prepping for the party.

Aunt Tia seems to babysit or take care of Cecilia.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Cecilia finds items around the home to give to Tia as a birthday gift. They do not go out to purchase a gift,

although candy and possibly piñata are.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

I am not sure I see power or privilege, aside from the male role of just showing up and women doing all the

prep work. Males not carrying for Cecilia, that’s women’s work.

Are their any examples of dehumanizing bias noticed? None that I noticed.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

Not sure I see this aspect in the book, although celebrating someone’s 90th

birthday and showing the value

of the elderly makes a statement against ageism.

How does the story invite students to engage in real social and political issues?

Possibly pushing against the aspect of devaluing the elderly and that woman are domestic and take care of

children.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

Very stereotypical in regards to gender roles.

Summary of my thoughts on using the instrument…

None

Bias and positionality on book…

NA for pilot study.

Bias and positionality on using the instrument…

NA for pilot study

150

Pilot Study ~ Book One ~ Peer Reviewer #6

Book Citation:

Mora, P. (1997). A Birthday Basket for Tia. New York, New York: Aladdin Paperbacks.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Cecilia

Very good cook

Caring

Happy

Persistent

Creative

Loving

Unselfish

Character:

Tia

Caring

Fun

Kind

Happy

Loving

Active

Loved by many

Reflective

Character:

Mama

Busy

Happy

Loving

Active

Character:

Chica

Silly

Content

Curious

Reflective questions on:

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

No significant male characters; females seem independent and happy

Race

Religion

Socioeconomics

Sexual Orientation

Abilities

Able to do everything mentioned in the story; Tia has a cane, but the illustrations show her doing

many things. In the end she dances without a cane, but it doesn’t seem to change her.

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed? Cartoon images, brown skin, dark black hair, jewlery.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Individual depictions of the illustrations is age. There are a few different features of each to show old or

young, otherwise they look the same.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

Illustrations depict people of color included in this book as neither dominant or subordinate, just

independent and happy.

Third Reading:

151

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

Great aunt Tia is turing 90. Mama and Cecilia are planning a surprise party. Fun, food, and games are

planned, house is decorated, and Cecilia is gathering favorite things for her aunt.

What are the characters’ motivations? (Goals/missions out of situation/life)

To make Tia happy and recognize Tia’s 90th

birthday is special.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Cecilia plays the lead, cat is the buffoon, mama is getting things ready, but not as a servant role, Tia is old,

but does not need saving.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Females do the planning and preparing for the guests, but since they are the only characters its hard to

discuss and compare.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Possessions, but used as memories, things to share, unselfishly to make someone happy. Not new things,

but things found in the home.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

You might say the two younger generations have the power because they are throwing the party, but you

could say the oldest generation because everything is done for them.

Are their any examples of dehumanizing bias noticed? None that I noticed.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

No evidence of empowerment.

How does the story invite students to engage in real social and political issues?

Some cultural pieces are included, routines and rituals but not in a political way.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

Positive feeling tone, love, sharing, caring, enjoying

love and each other. It made me think, what a nice

story.

Summary of my thoughts on using the instrument…

Terrific process, focusing on a different element for

each read, went from tangible to abstract letting us

warm up and ease into the process.

Bias and positionality on book…

NA for pilot study.

Bias and positionality on using the instrument…

NA for pilot study

152

Pilot Study ~ Book Two ~ My Review

Book Citation:

Howard, E. (2000). Virgie Goes to School with Us Boys. New York, New York: Simon and Schuster

Books for Young Readers.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Virgie

Persistent

Girl

Black

Goes with the flow and

doesn’t let things get her

down (brothers telling

her she can’t do things,

falling in water, etc)

Character:

CC

Advocate for Virgie

Boy

Black

Character:

Nelson (and other

brothers)

Don’t believe girls

should go to school.

Boy

Black

Character:

Headmaster

Male

White

Fancy clothes

Reflective questions on:

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Papa and Mama stereotypical roles. Headmaster of school male, dominant role. Brothers tell

Virgie what she can’t do because she is a girl.

Race

People of color, working hard in field, have to go a far way for school, etc. Only white person in

book is the headmaster of the school, providing the education for freedom.

Religion

Christian songs sung by children when they are going through the forest. Quaker man is the

headmaster of the school.

Socioeconomics

Working class family. Children helping out with work in field.

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

The picture on the cover of Virgie is the most accurate and real illustration in the book. While they are not

cartoon images, they are faded and many provide little visual of actual facial features.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

153

All of the brothers look alike, aside from the different color shirt they may be wearing and their height.

Very limited distinctions between characters.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

In the majority of the illustrations the boys are leading the way for Virgie. There is only one page where a

white person is depicted and in this part he is the headmaster, or leader of the school.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

A historical fiction book soon after civil war, young girl Virgie wants to go to school with her brothers,

who think girls don’t need an education or that she is too small or weak. Finally her parents decide it is

okay for her to go to school and the story ends with her adventure to school for the first day.

What are the characters’ motivations? (Goals/missions out of situation/life)

Virgie, go to school.

Headmaster, provide education for African American’s.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Virgie is the lead, wants to go to school and in a sense needs to be saved; as she needs her parents and

brothers to allow her to go to school. The Headmaster is also in the role of being the saver, as he is

providing the school for the African Americans, leaving all the people of color as the people that need to be

saved. Mama and Papa also play very stereotypical roles, papa in the field with mama in the house

cooking and cleaning.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Brothers comments support dominant stereotypes of girls not needing to go to school or being too weak.

Virgie challenges stereotypes brothers share about girls not needing to go to school.

With the headmaster being white it supports the dominant stereotype that people of color need to be saved

by white people.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Possessions or money have little significance in the story, accept when the children are all getting ready

for school and the parents provide new underwear, shirt, and food for the week for the children. When the

children get to school there is a distinct difference between the appearance of the white headmaster and the

students of color.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

The white Christians have the power and privilege to provide the education for freedom wanted by the

people of color. Also, the brothers and parents have the impact or say on Virgie going to school.

Are their any examples of dehumanizing bias noticed?

Comments brothers make to Virgie.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

154

injustice?)

Virgie stands up for herself and is persistent about going to school. CC supports Virgie and stands up her

as well.

How does the story invite students to engage in real social and political issues?

There is nothing specific, but based on the content of the book as a teacher I would dig deeper and engage

students in the conversations about the history of education, who had access and who did not, and how that

continues in society today.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

I think overall when considering the historical

context of the book it does a nice job of modeling

how if someone believes in an equal right for

themselves or others they need to be persistent, it is

not going to just change. It also shows how

someone can advocate for others in those situations.

I think it did however ignore many of the harsh

realities that this family may have faced with

sending all their children to school and learning the

White Christian’s way of what it means to be free.

HH.

Summary of my thoughts on using the instrument…

Important to add consideration for what the genre of

the text is.

Bias and positionality on book…

The title of the book bothered me prior to reading it,

it being grammatically incorrect and featuring

people of color I thought sent a strong message

before someone even read the book.

Bias and positionality on using the instrument…

155

Pilot Study ~ Book Two ~ Peer Reviewer #1

Book Citation:

Howard, E. (2000). Virgie Goes to School with Us Boys. New York, New York: Simon and Schuster

Books for Young Readers.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Virgie

Determined

Curious

Eager

Character:

Nelson

Mean

Sexist

Pesimistic

Opinionated

Character:

CC

Thoughtful

Caring

Character:

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

The brothers are dominate and Virgie is subordinate

Race

All are subordinate, African American

Religion

Quaker

Socioeconomics

Poor, subordinate

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

The pictures are more realistic, but the characters all look alike.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

The faces all look similar.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

The pictures show the brothers as the leaders and Virgie in a passive role.

Reflective questions:

Describe the plot of the story.

156

A young girl named Virgie wants to go to school with her brothers, but some of her brothers don’t think she

should go or be able to make the walk there.

What are the characters’ motivations? (Goals/missions out of situation/life)

Virgie wants to go to school. Her brothers go and she feels she should be able to go to.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Nelson is the lead, he is very opinionated about Virgie going to school. CC plays the hero who stands up

for Virgie and who helps her. Virgie plays the weak one, although she is determined, the boys don’t see her

that way.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

The brothers are dominate, although they are subordinate in their race. Virgie is subordinate, but she is

strong and determined.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Money doesn’t seem to be an issue in this story. They are a poor family who has just became free from

slavery, but money and possessions don’t play a role.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

Nelson seems to feel he has the power by always putting Virgie down, but papa and mama are the ones who

make the decisions. Virgie has the power over her learning. She is determined to go to school.

Are their any examples of dehumanizing bias noticed?

Nelson makes rude comments to Virgie to bring her down.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

CC stands up for Virgie and agrees that she should be able to go to school. Virgie believes she should be

able to go to school just like the boys do, and is determined to do so.

How does the story invite students to engage in real social and political issues?

It provides for a discussion on slavery and equal rights. You can tie in the civil war and how history

progressed to MLK.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

I enjoyed it. It gives opportunities for thought

provoking questions and discussions.

Summary of my thoughts on using the instrument…

I enjoyed the instrument. It makes me think about

my reading and not taking things at face value.

Bias and positionality on book…

NA for Pilot Study

Bias and positionality on using the instrument…

NA for Pilot Study

157

Pilot Study ~ Book Two ~ Peer Reviewer #2

Book Citation:

Howard, E. (2000). Virgie Goes to School with Us Boys. New York, New York: Simon and Schuster

Books for Young Readers.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Virgie

Too little

Persistent

Surprises boys by not

crying

Brave

Happy ~ smiling

Character:

CC

Narrator of story

Stands up for Virgie’s

desire to go to school

How old? Has

mustache, yet called a

boy

Happy ~ smiling

Character:

Headmaster

White

Stern looking

Character:

Papa

Oversees work in fields

Leader ~ prayers

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Male and female stereotypes with mama and papa. Also, machisimo in book, girls scared, silly,

etc, and boys are brave and strong,

Race

White headmaster in charge helping

Religion

They prayer and sing in Christian religion

Socioeconomics

Lincoln freed slaves, but still have little, still working for others on others land

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

I think they are pretty accurate.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Somewhat have distinctive features – sometimes its as if their faces are missing or blurred.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

158

Yes, white headmaster helping the black people by opening a school. Black people doing the work on white

people’s fields, but not explicating said.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

Virgie is finally allowed to go to school. The boys (brothers) walk her to school, where she is very excited

to begin learning how to be free.

What are the characters’ motivations? (Goals/missions out of situation/life)

Virgie wants to go to school and is being persistent about it. The boys/CC believe she is too small/too

scared…to immature to go. White headmaster wants to teach the Black people.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Leader of the school ~ White Quaker

Leader of family ~ papa

Boys in charge of girls

Black people still working for whites, although not explicitly stated.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

They really don’t challenge many stereotypes other than the idea of Black people going to school.

Supports the idea that Black people were undedicated, didn’t teach each other or know to read until

schools were developed.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story? Papa has a mill and they have a barn, but the fields are other people, are they really free?

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

Whites power and privilege, power to keep Blacks workers even though they are free. Blacks are to be

grateful to whites for creating school.

Are their any examples of dehumanizing bias noticed?

CC seems pretty old to be called a boy, he has a mustache.

Happy slaves.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

The Black characters are creating change by attending school, or at least that’s what we are lead to

believe. The Whites are the saviors though for creating the schools.

How does the story invite students to engage in real social and political issues?

I don’t think it does. Students will be reminded that racism is over because slavery was declared over and

because Blacks have access to education there is not need for further action.

Fifth Reading:

Final Reading

159

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

Written from a man/boy’s perspective about a girl’s

journey…

Yes its our history, but even though its told from

CC’s perspective it seems to only tell a single story,

what about the hardship? What about the real

threats to them walking to school?

Summary of my thoughts on using the instrument…

A great instrument. If teachers used this instrument

a lot of unintentional bias could be prevented…and

teachers could be more intentional about the

messages they’d like to send to kids.

Bias and positionality on book…

NA for Pilot Study

Bias and positionality on using the instrument…

NA for Pilot Study

160

Pilot Study ~ Book Two ~ Peer Reviewer #3

Book Citation:

Howard, E. (2000). Virgie Goes to School with Us Boys. New York, New York: Simon and Schuster

Books for Young Readers.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Virgie

Begging

Crying for Mama

Indescript face

Asking and asking,

annoying

Field worker

Looks different, facial

features on several

pages

Clumsy

Overjoyed at school

Character:

CC (narrator)

Big

Indescript face

Naïve

Questioner

Field worker

Empowering Virgie

Leads boys through

woods with Christian

song

Suspenders

Overjoyed at school

Character:

Nelson

Big

Judgmental (girls don’t

need school)

Indescript face

Field worker

Character:

Quaker Male

Christian

Saviors

Providers

All Knowing

Dressed in suit, coat,

hat, appears rich

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Females subordinant to makes

Race

People of color subordinant to whites

Religion

Christians dominant

Socioeconomics

Clear distinctions between laborers and Quakers

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

The illustrations are indescript and change from page to page

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

161

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

Dominant groups are depicted as well dressed, but subordinate groups are depicted as dressed in filed

worker clothes, even when they dress up for school.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

A historical account of a young girl goes to school for the first time despite the protests of her brothers and

their belief that girls don’t need school.

What are the characters’ motivations? (Goals/missions out of situation/life)

To learn to be free

To help their parents to become free.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Brothers lead, Christians lead, Christians save the disenfranchised, disempowered, unlearned, illiterate,

impoverished groups. The characters don’t consider themselves free until they are learned.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Supports Christians as saviors.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Christians appear to hold the most valuable possessions.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book? Christians and Christianity is depicted as powerful. Learning comes from Christians and they are

the most educated. Also knowing Christian hymns helps the children make it through the dark forest with

“Raw head” and “Bloody Bones” (devil?)

Are their any examples of dehumanizing bias noticed?

Field workers who aren’t considered free until they are educated.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

Female is a leader but is never acknowledged for being a leader by any male.

How does the story invite students to engage in real social and political issues?

Besides providing a potentially accurate account (not sure myself) of am episode in history the book seems

only to further disempowering stereotypes of women, people of color, and non-Christians.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

162

Summary of my thoughts on book…

Eww! I can’t stand books with prostelization!

There is no reason for the forest episode in the book

that I can infer other than promoting the dominance

of Christianity in many major events in US history.

I question the truthfulness of accounts such as this.

Summary of my thoughts on using the instrument…

This instrument is thorough and requires deep

reflection on the text.

Bias and positionality on book…

NA for Pilot Study

Bias and positionality on using the instrument…

NA for Pilot Study

163

Pilot Study ~ Book Two ~ Peer Reviewer #4

Book Citation:

Howard, E. (2000). Virgie Goes to School with Us Boys. New York, New York: Simon and Schuster

Books for Young Readers.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

CC

“Girls need school just

like boys” resists putting

Virgie down

Virgie sees him as an

ally or support

Supportive

Character:

Virgie

Persistent

Holds hands with CC

when scared

Independent

Strong

Proud

Happy

Satisfied

Character:

Nelson

Skeptical

Character:

Parents

Supportive

Mama cooks eggs,

cornmeal, quilts, made

soup

Papa picks beans and

weighs grains

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Race

Religion

Socioeconomics

Sexual Orientation

Abilities

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?The images are watercolor, but they do depict real, accurate illustrations of the

characters. The faces are very realistic.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Virgie is depicted with darker skin when she’s working in the house, but she has a lighter skin tone

throughout the rest of the book. The boys are not distinguishable. In some illustrations a few of the boys

have almost no features.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

There is one illustration of a male in a leadership position. His dress appearance and formality distinguish

164

him as being apart from the others.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

Virgie wants to go to school, she begs and pleads. Her brothers don’t think she should go, but CC supports

the ideas. Her parents allow her to go and her brothers take her to school, introduce her to the teacher,

show her the classroom. Virgie is excited about her new situation.

What are the characters’ motivations? (Goals/missions out of situation/life)

Virgie wants to be just like her brothers. Her brothers may want to protect her. CC and her parents want

her to also have the life of a free person.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Virgie doesn’t play the victim, but it’s clear that she needs others to advocate for her in order for her to get

out of her situation. CC plays the friend/ally/support. Nelson is a typically resister who switches when the

situation changes.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

The white teacher only introduces himself, but he’s seen as a leader and the one to get them out of this

situation. So this book doesn’t challenge racial roles. Virgie pushes the typical gender role, but still needs

her brothers.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story? The characters do not express material needs, but when they prepare to go to school, they get a

new pair of underwear and one new shirt. They bring their clothes and food to school with them and have

to walk 7 miles to get to school. They want freedom and power and are willing to use their limited

resources to do that.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

The teacher has power and privilege and uses it to open a school to educate African American children.

The boys and parents have power in that they don’t have to allow Virgie to go to school and the boys are

privileged enough to get to go to school without a struggle.

Are their any examples of dehumanizing bias noticed?

None noticed.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

CC displays evidence of empowerment. He is the one who stands up for Virgie, helps her up out of the

water, introduces her to the school, teachers, headmaster.

How does the story invite students to engage in real social and political issues?

Certainly this book talks about educating all people regardless of their gender. It addresses accessibility

issues as well. Because of its historical context, however these ideas may not be easily accessible without

discussion about history or the reading of learning to be free at least.

165

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

I think this book could be powerful if used in a

historical context. If not, it may continue to

perpetuate the idea that all African American’s were

poor, struggling, had to go to extreme lengths to get

education. (Not all were field hands or house

servants)

Summary of my thoughts on using the instrument…

The instrument focused on the illustrations, text,

and meaning making well.

The question about money and possessions seemed

out of place since the pervious question deals with

character roles.

Bias and positionality on book…

NA for Pilot Study

Bias and positionality on using the instrument…

NA for Pilot Study

166

Pilot Study ~ Book Two ~ Peer Reviewer #5

Book Citation:

Howard, E. (2000). Virgie Goes to School with Us Boys. New York, New York: Simon and Schuster

Books for Young Readers.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Virgie

Strong willed

Determined

Stubborn

Positive Attitude

Generous

Character:

Nelson

Controlling

Negative

Dominant

Bossy

Anti-women

Slow to changes in the

way things have always

been

Character:

CC

Stands up for Virgie

even though she is a

girl.

Forward thinking in

regard to equality for

girls and boys.

Character:

Papa/Mama

Open to change

Providers

Thankful

Reflective questions on:

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Males rule. Females are for working – no education

Race

White male in charge of school.

Religion

Quaker religion oversee school

Socioeconomics

White male is dressed in suit; Black students more simple, work clothes

Sexual Orientation

Abilities

Could think of cognitive ability here – girls not having enough smarts to attend school

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

Illustrations seem accurate/appropriate, although I am not African American, so am I the best judge of

this?

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

167

There is only one page in the book where a white male dominant is depicted. A headmaster of the school,

dressed in a suit, greeting students. All subordinate group members faces look serve as they gaze upon

him.

Could there be a dominant leadership dynamic with then the subordinate group? Nelson is the one to be

looked up to. His brothers and sisters depict him as being in charge.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

Set back in history, sometime after Civil War, an African American family with six children, anticipate

sending a daughter to school along with the boys. The main female character (Virgie) desires attending

school, but needs to win over her family and to allow her to attend. The family decides to let her attend

school. The story continues, describing the trip by foot to a Quaker school for African Americans.

What are the characters’ motivations? (Goals/missions out of situation/life)

School is important to all of the characters in the story. They believe that all free people need learning.

Learning to be free.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Lead female, Virgie, consistently needs to let her brothers know she is capable to learn and be an equal

with them in connection with school learning. Lead male, Nelson, is controlling and a put down to Virgie.

CC, male, is somewhat equal in the amount of influence, but compassionate. Could be playing the part of a

savior, although the white Quakers school is the true savior in the book.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups? The

African Americans are fully supporting the white domination in society. In our society today, some people

may think that subordinate groups do not value education. This book challenges this thinking.

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

The white Quaker school has the money and possessions to support its students. The book doesn’t state

who the family is working for or if the farm they are working is their own.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?=

The white Quaker school has both power and privilege in the story. The mom and dad also have power

over their children- making decisions about who attends schools.

Are their any examples of dehumanizing bias noticed?

Brother teases female (Virgie) that she is not up to par or able to walk the distance to get to school.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

Learning to be free through the white Quaker school, their curriculum is Euro-centric view. CC stands up

for his sister to help empower her to build self esteem and ability to succeed in education. Seems to be a

168

pull back and forth in the subordinate group for women being able or not able to be educated.

How does the story invite students to engage in real social and political issues?

Could help students see that females should be seen as equal with men relation to intellect. Looking at the

lengths people had to go to in order to get education in American history. Seeing white dominance in

relation to setting up the educational system in America.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

The book would be put into context with my

students. A lesson on history would accompany it.

I also think it could be a book promoting equal

rights for women. Also it be the basis for a

discussion on how to look at the history of our

educational system.

Summary of my thoughts on using the instrument…

The instrument helped me to look deeply at the

implicit and explicit messages sent through the

story. The grid helped to clarify definitions.

Easy to follow. Loved the step by step process.

Bias and positionality on book…

NA for Pilot Study

Bias and positionality on using the instrument…

NA for Pilot Study

169

Pilot Study ~ Book Two ~ Peer Reviewer #6

Book Citation:

Howard, E. (2000). Virgie Goes to School with Us Boys. New York, New York: Simon and Schuster

Books for Young Readers.

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Virgie

Persistent

Smart

Hardworking

Talented

Tough

Sense of Humor

Positive

Problem Solver

Creative

Loving

Happy

Strong Willed

Character:

CC

Open minded

Inviting

Helper

Protective

Supportive

Excited for Virgie

Unselfish

Character:

Nelson

Demeaning

Arrogant

Mean

Selfish

Grumpy

Biased

Character:

Headmaster

Kind

Inviting

Welcoming

Reflective questions on :

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender

Male dominant

Race

Subordinate – people of color

Religion

Socioeconomics

Sexual Orientation

Poor, working class

Abilities

170

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

Combination of real and cartoon, more towards realistic

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Each character has some of their own features.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

.

Subordinate group in subservient roles.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Describe the plot of the story.

Virgie wants to go to school. Brother says school is just for boys. They come up with many reasons why

their little sister can’t come to school with them. Papa is open minded, says Virgie can go to school and

she does.

What are the characters’ motivations? (Goals/missions out of situation/life)

Virgie wants to learn, read like hr brothers.

Brothers want to keep their sister away from school

Papa wants to help provide Virgie the chance to go to school.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Lead ~ Virgie

Buffoon ~ brothers

Servant ~ all

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

The text makes them sound dumb, people of color do the work, servant work, hard labor in the fields,

Clothing is stereotypical of “poor colored people”. The headmaster is white, but is portrayed as kind.

171

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Illustrations show that the family is poor, clothing, shoes, plain food in pails for school. But not directly

discussed or brought to the forefront.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

The boys in the family over Virgie. The dad over the mom. They are the decision makers, but this makes

Virgie even more persistent.

Are their any examples of dehumanizing bias noticed?

Yes how the brothers speak to and about their little sister.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

Virgie is trying to create change. She is standing up for herself. Papa and CC also trying to create change

for the daughter/sister.

How does the story invite students to engage in real social and political issues?

The meanness of the boys makes you want to root for Virgie. The boys say Dumb things about girls that

will create a strong reaction to make sure this isn’t happening today.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

After reading the first page I knew it wasn’t going

to be like the other book. At first I was stunned by

how the author has them speak, grammar, etc. and

the things they say about girls.

Summary of my thoughts on using the instrument…

I wonder about author’s intent.

This story demonstrates the effectiveness of this

tool!

Bias and positionality on book…

NA for Pilot Study

Bias and positionality on using the instrument…

NA for Pilot Study

172

Appendix F: Sample of Completed Instruments

173

Teaching Tolerance Example

Book Citation:

Hamanaka, S. (1994). All the Colors of the Earth. New York, New York: Marrow Junior.

Information about author’s background or intent stated on book:

None

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

No specific characters

Character:

Character:

Character:

Reflective questions on:

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender: nothing mentioned

Race: book is providing a metaphor on different skin colors and comparing them to different

colors of the earth

Religion: nothing mentioned

Socioeconomics: nothing mentioned

Sexual Orientation: nothing mentioned

Abilities: nothing mentioned

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Some features are blurred by blending colors; others are distinct.

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

No one is doing anything / no roles.

Third Reading:

174

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Identify the genre of the text:

Fiction (realistic fiction, historical fiction, fantasy, etc.) poetry

Nonfiction (biography, autobiography, informational text)

Describe the plot of the story.

Comparing peoples skin colors, hair, and love to things of the earth.

Who’s point of view is the story being told from?

None ~ poem.

What are the characters’ motivations? (Goals/missions out of situation/life)

None.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

None

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

None

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

None

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

None

Are their any examples of dehumanizing bias noticed?

Comparing some people’s skin colors to animals; unrealistic connections such as people that are white

being compared to pink.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

175

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

None

How does the story invite students to engage in real social and political issues?

None

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

Perhaps all the comparisons should be to nature

items, not some animals. Trying to make

connections of similarities between people even if

they are different colors or have different hair, but

they all love. It seems like a mixed message, like

everyone is different colors that we notice and can

connect to other things, but that this doesn’t really

matter, what matters is they all love. The notion of

colorblindness connects to teaching tolerance.

Summary of my thoughts on using the instrument…

Bias and positionality on book…

Bias and positionality on using the instrument…

176

Heroes and Holidays Example

Book Citation:

Bunting, E. (1991). Fly Away Home. New York, New York: Clarion Books.

Information about author’s background or intent stated on book:

None

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Little boy

~white

~homeless

~optimistic

~determined

~saves money

Character:

Dad

~white

~wears glasses

~homeless

~janitor

~determined

~positive

~gets sad, angry, and

frustrated

Character:

Medina’s

~homeless

~caretaking

Character:

Reflective questions on:

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender: single dad as caregiver; caregiver due to mother passing away

Race: nothing mentioned

Religion: nothing mentioned

Socioeconomics: homeless family living at the airport; does odd jobs for change; washes up in the

bathroom; has set of rules to follow like wearing blue so people don’t notice them, move around a

lot, don’t talk to people and not to sit with other homeless people; two other homeless men “not

following the rules”, loud, singing, with bottle in a bag; older lady with cart appears “dirty” and

wasn’t following the riles. No names of many of the characters add to the invisibility piece.

Sexual Orientation: nothing mentioned

Abilities: nothing mentioned

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

177

cartoon images portrayed?

Limited facial details for any characters; some distinctions such as different clothes, glasses, etc.

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

.

Split, boy and his dad are trying to find money, job, and apartment; other homeless people are shown as

not doing anything to change their situation.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Identify the genre of the text:

Fiction (realistic fiction, historical fiction, fantasy, etc.)

Nonfiction (biography, autobiography, informational text)

Describe the plot of the story.

A boy and his dad are homeless and living in the airport after his mom died. They have rules they live by

so they don’t get caught. They do odd jobs for money and dad works as janitor on weekend. When dad is

working he stays with another family that is homeless and also lives at the airport. Boy is trying to save

money so that he and his dad can get a place of their own.

Who’s point of view is the story being told from?

1st person ~ boy

What are the characters’ motivations? (Goals/missions out of situation/life)

Not get caught; find work and a place they can afford to live

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

The boy and his dad are the lead; the homeless men who are signing and have a bottle in their bag are the

buffoon’s; the boy and his dad need saving as they need to fly away and be freed like the bird.

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Support: women who is homeless is depicted as dirty; two men are seen as loud and drinking

Challenge: dad is always looking for a job and a place to live in the newspaper; dad wants son to go to

178

school next year

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

Money is the central theme in the story; dad and boy are homeless and don’t have it and want to get it.

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

People who have money can go places, have permanent homes, and are able to have pie for dessert, rather

than worrying about saving money.

Are their any examples of dehumanizing bias noticed?

Stereotypes of people that are homeless; dirty, loud, drink, invisible.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

None

How does the story invite students to engage in real social and political issues?

Brings to light the issues of poverty and homelessness but doesn’t really address what causes it or that it is

systematic.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

Not realistic living at the airport; brings to light

homelessness but presents it as something that

happens because of a situation, mother dying, not

systematic look at poverty and its impact/realities of

people. Heroes and Holidays.

Summary of my thoughts on using the instrument…

Bias and positionality on book…

Bias and positionality on using the instrument…

179

Equity and Social Justice Example

Book Citation:

Hoffman, A. (1991). Amazing Grace. New York, New York: Dial Books for Young Readers.

Information about author’s background or intent stated on book:

None

First Reading:

Initial Reading

Second Reading:

Second Reading ~ Characterization and depiction of characters in text and illustrations

Step 1. Reread book.

Step 2. Identify characters in story and place them into chart below.

Step 3. Look back at the book and take notes on the chart below on the characterizations (descriptive

words) of characters based on text and illustrations.

Step 4. Answer reflective questions.

Character:

Grace

~creative

~imaginative

~loved stories

~African American

Character:

Nana

~caretaker

~caring

~encouraging

~African American

Character:

Ma

~caretaker

~caring

~encouraging

~African American

Character:

Reflective questions on:

How are people in the book depicted based on:

(when reflecting on these depictions keep in mind the role of dominant and subordinate relationships

associated with oppression that may be reflected in book; for example how are the female characters

depicted compared to the male characters; see attached grid for outline of dominant and subordinate

groups)

Gender: all female main characters. Grace wants to be Peter Pan, student tells her she can’t

because she is a girl.

Race: all the main characters are African American. Grace is told she can’t be Peter because she

is Black.

Religion: nothing mentioned

Socioeconomics: nothing mentioned

Sexual Orientation: nothing mentioned

Abilities: nothing mentioned

Do the pictures provide accurate, real illustrations of the people the story is about or are stereotypical,

cartoon images portrayed?

If they are cartoon images, do the faces look stereotypical alike, or are they depicted as individuals with

distinctive features?

180

Do the illustrations depict the dominant group in leadership or action roles (the doers) and the subordinate

group in subservient or passive roles (the inactive observer)?

All main characters subordinate group and play active roles.

Third Reading:

Third Reading ~ Analysis of the plot of the text

Step 1. Reread book.

Step 2. Answer reflective questions. Consider explicit and implicit messages.

Reflective questions:

Identify the genre of the text:

Fiction (realistic fiction, historical fiction, fantasy, etc.)

Nonfiction (biography, autobiography, informational text)

Describe the plot of the story.

Grace is a young girl who loves stories and acting them out. In school they are doing a play of Peter Pan

and Grace wants to be Peter Pan. She is upset when classmates tell her she can’t because she is a girl and

is Black. Her mom and nana tell her she can be anything she wants. Her nana takes her to see Romeo and

Juliet, where the star of the ballet is Black. At her audition she did a fantastic job and everyone votes for

her. The play was a huge success and nana told her she can do anything is she puts her mind to it.

Who’s point of view is the story being told from?

3rd

person ~ however story is about Grace and easily could be taken as her telling the story.

What are the characters’ motivations? (Goals/missions out of situation/life)

Grace’s motivation is to be the lead in the play.

What roles do the characters’ play? (Some possible questions to ask: Who plays the lead? Who plays the

buffoon? Who plays the servant? Does a character need saving?)

Grace is the lead; needs support to address bias from her classmates.

Mom and Nana are caretakers

How do the roles characters play support or challenge stereotypes of dominant or subordinate groups?

Support: mom and nana are seen as caretakers; no male caregivers present

Challenge: young girl, wants lead no matter who “typically” plays it

What role do money and possessions play in the book? Who has it? Who wants it? How important is it to

the story?

None

181

Who has the power or privilege in the book? How is it used? How does this impact other characters in the

book?

Grace’s mom and nana encourage her to try out for Peter Pan

Are their any examples of dehumanizing bias noticed?

Students telling Grace she can’t be Peter Pan because he was white and a boy.

Fourth Reading:

Fourth Reading ~ evidence of empowerment

What evidence of empowerment from an equity perspective is there in the book? (For example are

characters seen creating change, standing up for others, and/or work to eradiate forms of inequities and

injustice?)

Telling Grace she could try out for Peter Pan

How does the story invite students to engage in real social and political issues?

Open the door for conversation about why you would think Grace being a girl or black should matter;

other gender/racial stereotypes.

Fifth Reading:

Final Reading

Add any additional notes to note taking document and create summary of my thoughts.

Summary of my thoughts on book…

Book demonstrating a strong main character from a

subordinate group. Wish she was telling the story

and we knew more of how she was feeling from her

classmates and wish the teacher said something to

the student’s bias comments. Falls in the middle of

a Heroes and Holiday and Equity and Social Justice

book. It brings up issues of inequities and injustice,

but the book alone does not take the level of

conversation to where it would need to be. In order

for it to be considered this the teacher would need

to engage the students in various critical thinking

about the plot of the story.

Summary of my thoughts on using the instrument…

Bias and positionality on book…

Bias and positionality on using the instrument…