Table of ContentsView AllTable of ContentsNational Literary AccoladesThe Need For Intersectionality in BooksNegative Impacts of Representation GapsPublishing’s Power DynamicsHow to Increase Diversity in Books
Table of ContentsView All
View All
Table of Contents
National Literary Accolades
The Need For Intersectionality in Books
Negative Impacts of Representation Gaps
Publishing’s Power Dynamics
How to Increase Diversity in Books
Close
According to the Brookings Institution, there aremore BIPOC folxthan Whites under the age of 15 years old in the U.S.(The term “folx” is an alternative spelling to “folks” used to emphasize inclusion of marginalized groups.)
While the United States has a very diverse population, this diversity is not always reflected within children’s books.
“Books about White children, talking bears, trucks, monsters, potatoes, etc. represent nearly three quarters (71%) of children’s and young adult books published in 2019,” reports the Cooperative Children’s Book Center.
According to the first Diversity Baseline Survey from Lee and Low Books, 79% of those working in children’s book publishing were White in 2015. By 2019, the Diversity Baseline Survey found this number had decreased to 76%.While these data indicate that there has been an increase in employees of other ethnic backgrounds, this change is quite minimal.
Additionally, this small change is disheartening because, despite initiatives such asWe Need Diverse Booksand theChildren’s Book Council Diversity Initiativeto improve representation in children’s books, it’s clear that substantial improvement is needed.
What Is White Guilt?
Far too often, folx have decided that “the classics” are the most influential literary works of a certain time period. This perspective often does not bode well for oppressed and marginalized groups.
Even when diverse books manage the rare triumph of getting published, they receive less recognition from mainstream channels.
In addressing the need for more representation in children’s books, takingintersectionalityinto consideration is essential.
If you are unfamiliar with intersectionality, it may be a good time to learn more about the work ofKimberlé Williams Crenshaw, who coined the term in 1989 to center the unique experiences of marginalization that Black women face but acknowledges that it is an ever-evolving term that is meant to include diverse experiences of identity.
Identity Markers
Intersectionality is important because even if books depict Black characters—if they only show Black boys that play sports or fight for civil rights—they don’t represent the Black folx who are disabled, gender non-conforming, or some other identity.
In a study of three early elementary classroom library collections, the books in each of the libraries were reviewed to determine if the books were representative of diverse identities and experiences. The protagonist of each story was scanned for identity markers. Examples of these identity markers include:
When reviewing books for the presence of these identity markers, it highlighted the importance of utilizing an intersectional lens when considering diversity in books.
By paying attention to such a wide variety of factors, books can promote diverse intersectional experiences, with the understanding that elementary school libraries often supply books that can act as mirrors, windows, and sliding glass doors for its young readers.
In a 2016 content analysis from theJournal of Children’s Literatureacknowledged that children’s books tend to depict protagonists that are “predominantly upper middle class, heterosexual, nondisabled, English-speaking, and male.”
This may make it hard for young folx to engage in learning if they are too marginalized to identify with such privileged characters.
Authentic and diverse representation in books has significant impacts for readers, especially given how they influence the way in which young folx come to make sense of themselves and the world around them.
When children read books that only depict one kind of protagonist, it can skew their perceptions of themselves in a negative way. Children may see less value in themselves because of such poor representation, which can potentially minimize, erase, and ignore their identities.
Diminished Sense of Self-Worth Among Marginalized Children
In a study of children’s board books published between 2003 and 2008 for representations of BIPOC folx, it was ascertained that “racial and ethnic prejudices often make it difficult for children of color to develop positive feelings of competency and worth.”
Given that books have the potential to help or harm young BIPOC folx in terms of developing a positive sense of self, the issue of representation in books has far-reaching consequences.
Identity Erasure
In this way, it is crucial for all folx to see authentic representations of themselves and others, especially if oppressed, as it may help them to see new possibilities for their lives.
The issue of representation has a great deal to do with the power dynamics in the publishing industry.
For this reason, Atkins recommends that “there needs to be more diversity in terms of who is employed. This reliance on stereotypes is more likely to take place when those acquiring and selling the books do not include greater diversity (in terms of race, class, or region).”
Because of this, Atkins advocates for more diverse hiring practices so that publishers may increase their ability to reach a more diverse readership.
In this way, a focus on more targeted criteria for book accolades may increase the diversity of experiences covered, especially for marginalized folx, as national book awards have left a great deal to be desired in terms of recognizing talent across all groups in the U.S.
What Makes a Book Diverse?From a study of classroom libraries, these following recommendations were made to help teachers choose books that show more diverse experiences:Books with characters that foreground intersecting identitiesBooks that provide mirrors for students’ gender identities, family structures, and disability experiencesBooks that reflect socially significant and critical issues in the community, the nation, and the worldTransitional chapter books with Black boy characters
What Makes a Book Diverse?
From a study of classroom libraries, these following recommendations were made to help teachers choose books that show more diverse experiences:Books with characters that foreground intersecting identitiesBooks that provide mirrors for students’ gender identities, family structures, and disability experiencesBooks that reflect socially significant and critical issues in the community, the nation, and the worldTransitional chapter books with Black boy characters
From a study of classroom libraries, these following recommendations were made to help teachers choose books that show more diverse experiences:
Especially for those who are invested in teaching, the issue of authentic diverse representation deserves more attention to ensure that all folx feel included when learning.
It is as crucial for privileged folx to read about the experiences of those who have been historically oppressed, as such learning can help prevent atrocities of the past from being repeated in future. Research suggests reading can teach children to empathize with people from backgrounds different from their own and reduce the salience of harmful stereotypes.
A Word From Verywell
Books have the potential to make a meaningful difference in the lives of readers, but the issue of representation continues to limit the outcomes for the most oppressed folx.
For this reason, it is important to understand how much change is needed in the publishing industry so that more can be done to achieve this.
Given how little progress has been made in terms of increasing diversity despite targeted initiatives for this purpose, a great deal more investment is necessary from the publishing industry.
10 SourcesVerywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Brookings Institution.Less than half of US children under 15 are white, census shows.Cooperative Children’s Book Center.The numbers are in: 2019 CCBC diversity statistics.Lee & Low Books.Where is the diversity in publishing? The 2019 Diversity Baseline Survey results.Bickmore ST, Xu Y, Sheridan MI.Where are the people of color?: Representation of cultural diversity in the National Book Award for Young People’s Literature and advocating for diverse books in a non-post racial society.Taboo J Cult Ed. 2017;16(1):39-52. doi:10.31390/taboo.16.1.06Carbado DW, Crenshaw KW, Mays VM, Tomlinson B.Intersectionality: mapping the movements of a theory.Du Bois Rev Soc Sci Res Race. 2013;10(2):303-312. doi:10.1017/s1742058x13000349Henderson J, Warren K, Whitmore K, Flint A, Laman T, Jaggers W.Take a close look: inventorying your classroom library for diverse books.Read Teach. 2020;73(3):747-755. doi:10.1002/trtr.1886Crisp T, Knezek S, Quinn M, Bingham G, Girardeau K, Starks F.What’s on our bookshelves? The diversity of children’s literature in early childhood classroom libraries.J Child Lit. 2016;42(2):29-42.Hughes‐Hassell S, Cox EJ.Inside board books: representations of people of color.Libr Q. 2010;80(3):211-230. doi:10.1086/652873Atkins L.What’s the story? Issues of diversity and children’s publishing in the U.K.E-rea. 2013;(11.1). doi:10.4000/erea.3537Newstreet C, Sarker A, Shearer R.Teaching empathy: exploring multiple perspectives to address Islamophobia through children’s literature.Read Teach. 2019;72(5):559-68. doi:10.1002/trtr.1764
10 Sources
Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Brookings Institution.Less than half of US children under 15 are white, census shows.Cooperative Children’s Book Center.The numbers are in: 2019 CCBC diversity statistics.Lee & Low Books.Where is the diversity in publishing? The 2019 Diversity Baseline Survey results.Bickmore ST, Xu Y, Sheridan MI.Where are the people of color?: Representation of cultural diversity in the National Book Award for Young People’s Literature and advocating for diverse books in a non-post racial society.Taboo J Cult Ed. 2017;16(1):39-52. doi:10.31390/taboo.16.1.06Carbado DW, Crenshaw KW, Mays VM, Tomlinson B.Intersectionality: mapping the movements of a theory.Du Bois Rev Soc Sci Res Race. 2013;10(2):303-312. doi:10.1017/s1742058x13000349Henderson J, Warren K, Whitmore K, Flint A, Laman T, Jaggers W.Take a close look: inventorying your classroom library for diverse books.Read Teach. 2020;73(3):747-755. doi:10.1002/trtr.1886Crisp T, Knezek S, Quinn M, Bingham G, Girardeau K, Starks F.What’s on our bookshelves? The diversity of children’s literature in early childhood classroom libraries.J Child Lit. 2016;42(2):29-42.Hughes‐Hassell S, Cox EJ.Inside board books: representations of people of color.Libr Q. 2010;80(3):211-230. doi:10.1086/652873Atkins L.What’s the story? Issues of diversity and children’s publishing in the U.K.E-rea. 2013;(11.1). doi:10.4000/erea.3537Newstreet C, Sarker A, Shearer R.Teaching empathy: exploring multiple perspectives to address Islamophobia through children’s literature.Read Teach. 2019;72(5):559-68. doi:10.1002/trtr.1764
Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
Brookings Institution.Less than half of US children under 15 are white, census shows.Cooperative Children’s Book Center.The numbers are in: 2019 CCBC diversity statistics.Lee & Low Books.Where is the diversity in publishing? The 2019 Diversity Baseline Survey results.Bickmore ST, Xu Y, Sheridan MI.Where are the people of color?: Representation of cultural diversity in the National Book Award for Young People’s Literature and advocating for diverse books in a non-post racial society.Taboo J Cult Ed. 2017;16(1):39-52. doi:10.31390/taboo.16.1.06Carbado DW, Crenshaw KW, Mays VM, Tomlinson B.Intersectionality: mapping the movements of a theory.Du Bois Rev Soc Sci Res Race. 2013;10(2):303-312. doi:10.1017/s1742058x13000349Henderson J, Warren K, Whitmore K, Flint A, Laman T, Jaggers W.Take a close look: inventorying your classroom library for diverse books.Read Teach. 2020;73(3):747-755. doi:10.1002/trtr.1886Crisp T, Knezek S, Quinn M, Bingham G, Girardeau K, Starks F.What’s on our bookshelves? The diversity of children’s literature in early childhood classroom libraries.J Child Lit. 2016;42(2):29-42.Hughes‐Hassell S, Cox EJ.Inside board books: representations of people of color.Libr Q. 2010;80(3):211-230. doi:10.1086/652873Atkins L.What’s the story? Issues of diversity and children’s publishing in the U.K.E-rea. 2013;(11.1). doi:10.4000/erea.3537Newstreet C, Sarker A, Shearer R.Teaching empathy: exploring multiple perspectives to address Islamophobia through children’s literature.Read Teach. 2019;72(5):559-68. doi:10.1002/trtr.1764
Brookings Institution.Less than half of US children under 15 are white, census shows.
Cooperative Children’s Book Center.The numbers are in: 2019 CCBC diversity statistics.
Lee & Low Books.Where is the diversity in publishing? The 2019 Diversity Baseline Survey results.
Bickmore ST, Xu Y, Sheridan MI.Where are the people of color?: Representation of cultural diversity in the National Book Award for Young People’s Literature and advocating for diverse books in a non-post racial society.Taboo J Cult Ed. 2017;16(1):39-52. doi:10.31390/taboo.16.1.06
Carbado DW, Crenshaw KW, Mays VM, Tomlinson B.Intersectionality: mapping the movements of a theory.Du Bois Rev Soc Sci Res Race. 2013;10(2):303-312. doi:10.1017/s1742058x13000349
Henderson J, Warren K, Whitmore K, Flint A, Laman T, Jaggers W.Take a close look: inventorying your classroom library for diverse books.Read Teach. 2020;73(3):747-755. doi:10.1002/trtr.1886
Crisp T, Knezek S, Quinn M, Bingham G, Girardeau K, Starks F.What’s on our bookshelves? The diversity of children’s literature in early childhood classroom libraries.J Child Lit. 2016;42(2):29-42.
Hughes‐Hassell S, Cox EJ.Inside board books: representations of people of color.Libr Q. 2010;80(3):211-230. doi:10.1086/652873
Atkins L.What’s the story? Issues of diversity and children’s publishing in the U.K.E-rea. 2013;(11.1). doi:10.4000/erea.3537
Newstreet C, Sarker A, Shearer R.Teaching empathy: exploring multiple perspectives to address Islamophobia through children’s literature.Read Teach. 2019;72(5):559-68. doi:10.1002/trtr.1764
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