Discussion: Critiquing Books for Bias and Stereotypes

The Discussions in this course are conducted in groups. Please see the Announcements area for grouping information from your instructor. Click on the Discussion Forum link below, then click on the link to your assigned group’s thread. Be sure to check for an updated Announcement at the beginning of each week as your instructor may elect to periodically update grouping assignments.

Many of us have wonderful memories of being read to as children and\or reading to children. It is often an experience that teaches the joy of language while also providing us a way to meaningfully connect socially and emotionally with others.

Books, just like other forms of media, are created by people who, just like you, have been socialized to believe a range of stereotypes and biases. An important aspect of anti-bias education and living an anti-bias life is building the skill to effectively critique books for bias. If you can spot biases and stereotypes then you are empowered to support children to do the same.

To prepare for this Discussion, review “Checklist for Assessing the Visual Material Environment” on pages 161–162 in Anti-bias Education For Young Children and Ourselves and “10 Quick Ways to Analyze Children’s Books for Racism and Sexism on pages 211–213 in Rethinking early childhood education. With those articles in mind, complete the “Children’s Book Bias Assessment” form based on two books (including picture books) intended for infant, toddlers, and preschool age children. Using the online resources below, a local bookstore, or an online bookstore, select one classic and one contemporary children’s book and complete an assessment for each.

For suggestions on modern/contemporary literature, please use the following links:

• Contemporary Children’s Books
• 50 Greatest Children’s Books of the Last 10 Years

For suggestions on classic children’s books, please use this link:

• 50 Classic Children’s Books

Document: Children’s Book Bias Assessment. Go to the Week 6 Resources area to access this document.

By Day 3

Post in response to the following prompts:

• A copy of the completed “Children’s Book Bias Assessment” for the classic children’s book you read. The subject of your post should be the title of the book you assessed. (Note: you will make two separate posts – one for the classic book and one for the contemporary book)
• A copy of the completed “Children’s Book Bias Assessment” for the contemporary children’s book you read. The subject of your post should be the title of the book you assessed (Note: you will make two separate posts – one for the classic book and one for the contemporary book)
• At least two insights you gained from assessing these two books

EDUC 6357: CHILDREN’S BOOK BIAS ASSESSMENT

Title of Book:

Copyright Date:

Illustrations – Stereotypes: Look at the illustrations throughout the book and in pay close attention to any stereotypes you notice. Are there any exaggerated characteristics and styles of dress? (Derman-Sparks & Olsen Edwards, 2010). Write your observations in the white space below.

Illustrations – Tokenism: Look to see if there are more representatives from one group v. another. For example, is there “one African-American child among many White children?” (Derman-Sparks & Olsen Edwards, 2010, p.1) Write your observations in the white space below.

Story Line Analysis: Does the story “depict people of color, girls, children from low-income families, and children with disabilities as dependent or passive, while depicting White people, boys, members of the middle-class, and ‘able-bodied’ children in leadership action roles?” (Derman-Sparks & Olsen Edwards) Analyze the overall story line for who is presented as the “doer.” Write your observations in the white space below.

Relationships Between People: “In the book, is there a balance of power among the characters? Who are the central figure, and who serve as the supporting characters?” (Derman-Sparks & Olsen Edwards, 2010, p.2) Write your observations in the white space below.

Values of Heroes\Heroines: “Does this book include [heroes\heroines] of color, from low-income families, or with disabilities…Whose interests is the [hero\heroine] really serving?” (Derman-Sparks & Olsen Edwards, 2010, p.2) Write your observations in the white space below.

Couples: Does your book depict couples? If so, does their depiction seem to indicate a heterosexist view? Are there any reference or depictions of same-sex couples? Write your observations in the white space below.

Families: If this book includes families, what types of families are included? If ranges of families are included in the story – are there any obvious stereotypes, which might shape one’s views of family types? (e.g., single parent families are shown to be poor whereas dual parent households are shown to be healthier, happier, and more financially secure). Write your observations in the white space below.

Loaded Words: Are there words used throughout the book that contain prejudicial overtones? For example, words containing prejudicial overtones used to describe people of color that carry racist overtones might include: savage, primitive, backward (Derman-Sparks & Olsen Edwards, 2010). Write your observations in the white space below.

What Else Did You Notice: Using your own life experience and the Learning Resources from this course, notate other examples of bias that you noticed while review this children’s book. Write your observations in the white space below.