People of all races, cultures, ethnicities, ages, genders, and abilities should be represented equally and appropriately in classroom toys and materials. Sometimes, common stereotypes and broad generalizations sneak into our classrooms unnoticed. Take some time to look through the books, toys, and materials in your classroom and programs to ensure that children and families from diverse backgrounds are represented. For this activity, you will analyze the children’s books in your classrooms and programs. Then you will use this guide to decide whether a particular book has any common stereotypes or broad generalizations so that they can be removed and/or replaced. Finally, you will talk about how you can counter these issues.  

Tour Classroom Libraries

Omission occurs when a particular group of people are not represented at all in your library or program. Look at your program's collection of books as a whole and answer these questions:

1. Do you see images of people from a variety of racial and ethnic identities? List the racial and ethnic identities you see:

    
2. Do you see different religions or traditions portrayed? List the religions or traditions you see:

    
3. Are any of the books in a language other than English? Do any characters in the books speak a language other than English? List what languages you found in books:

    
4. Do you see images of different social or economic classes (e.g., range of occupations, incomes, lifestyles)? Describe the evidence you see:

    
5. Do you see different family structures? Check the structures you see:

   • Grandparents as primary guardians
   • Single parents
   • Gay or lesbian parents
   • Extended families (aunts, uncles, cousins)
   • Divorced parents
   • Blended families (remarriage, step parents)
   • Multi-racial families

6. Choose a children's book

   Choose one children’s book that has human or human-like characters. Fairy tales are especially good for this activity. Be sure to include the book title, author, and year published.

    

7. Look at the illustrations:

   • Do you see any over-simplified pictures of a particular group or stereotypical images? For example, are overweight people shown on a couch with food? Are Asian people drawn in stereotypical ways (i.e., with slanted eyes and/or traditional clothing)? Are teachers or librarians drawn with a stern look (or with eye glasses and their hair in a bun)? Are boys rowdy and getting into trouble?
   • Are all people drawn the same (i.e., are all people drawn with the same facial and body features)? Do all people of a certain race or group look the same?
   • Are the traits of characters based on stereotypes or generalizations about particular racial identities, cultures, or genders? For example, are women or people of color portrayed as subservient or passive?
   • Are males and females equally represented in leadership roles?
   • Are people of color shown in places other than urban areas (i.e., outside the “barrio” or inner city)?

   Use this space to list any notes:

    

8. Look at the story line:

   • Are successful characters only represented by a particular group or are people of various racial identities, genders, ages, and abilities portrayed as successful?
   • Do people of color or female characters have to be extraordinary to succeed?
   • Are characters of all racial identities and ethnicities represented as problem solvers or are these characters limited to a specific racial identity?
   • Are minorities considered to be the problem?
   • Are female characters’ achievements based on their looks (i.e., the princess “wins” the prince because she is so beautiful)? Are positive female characters “beautiful” while negative female characters are “ugly”? Are females afraid of mice, spiders, snakes, etc.? Are females rescued by males?
   • Are the family structures usually traditional (mom, dad, children)?
   • Are depictions of lifestyles authentic?

   Use this space to list any notes:

    

9. Think about the heroine and/or heroes:

   • What characteristics are the heroes or heroines admired for? Is it beauty, bravery, brains?
   • Do the heroines or heroes avoid conflict with particular groups of people?

   Use this space to list any notes:

    

10. Think about children's self-images:

    • Does the book limit a child’s dreams or expression? For example, are Asian children shown only as quiet and bookish? Are overweight people shown as lazy or dull? Are athletes shown as “dumb jocks”? Are poor people shown as dirty?
    • Does the book associate the color white with purity, cleanliness, etc. and the color black with evil, dirtiness, etc.?

    Use this space to list any notes:

     

11. Look at the language:

    Are there offensive words in the book? Look for words like “savage” or “lazy.” Look for gendered words like fireman (firefighter could be used instead).

    Use this space to list any notes:

     

12. Think about the book's message:

    When critically examining your current book selection or even choosing new books, always keep in mind the power of books, their words and their images, to nurture or to undermine a child’s sense of self, positive attitude toward others, and motivation to act for fairness.

    Review your notes in this activity. Reflect on the books that may have some of these common stereotypes or biases and brainstorm how you can counter these issues in your program. Use this space to list any notes: