ERIC Number: ED413926
Record Type: Non-Journal
Publication Date: 1997-Jul
Reference Count: N/A
Multicultural Diversity of Children's Picture Books: Robert Fulton Elementary School Library.
Mosely, Joyce J.
The United States has a culturally diverse society. Since children are influenced by what they see and hear at a young age, the aim of this study was to determine if the picture book collection of the Robert Fulton Elementary School Library (Cleveland, Ohio) reflects the cultural diversity of its students. The secondary objective was to ensure that students have materials to learn about a diversity of cultures, and the ability to develop a sense of themselves in the books they read. A content analysis was conducted of 143 books in a sample of 201 picture books. Each book was analyzed for: ethnic representation of characters, central and incidental; ethnicity in terms of roles and gender; the importance of the family to the characters and the story; the authenticity and realism of the races portrayed; and whether children would be positively or negatively affected by the content of the book. The characters in the majority of the titles were realistic and little stereotyping was found. There is a need for more books on the cultures of African Americans, Hispanics, Asians, and Native Americans in the collection of this library. If a school is predominantly African American, then the collection of the library should reflect that fact. Publishers need to make a greater effort to find multicultural authors and publish more multicultural books. (Contains 42 references.) (Author/SWC)
Descriptors: American Indians, Asian Americans, Blacks, Childrens Literature, Content Analysis, Cultural Awareness, Cultural Education, Cultural Enrichment, Cultural Pluralism, Cultural Relevance, Elementary Education, Ethnic Groups, Family (Sociological Unit), Hispanic Americans, Library Collection Development, Library Material Selection, Multicultural Education, Picture Books, Racial Distribution, School Libraries, Sex Role, User Needs (Information)
Publication Type: Dissertations/Theses; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A