Judging Books by Covers: Exploring Antiblackness and Asian and Hispanic Children Preferences

Autor/inn/en	Brown-Wood, JaNay E.; Solari, Emily J.
Titel	Judging Books by Covers: Exploring Antiblackness and Asian and Hispanic Children Preferences
Quelle	In: Journal of Educational Research, 114 (2021) 1, S.13-28 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown-Wood, JaNay E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1865863
Schlagwörter	Hispanic American Students; Asian American Students; Childrens Literature; Books; Racial Differences; Preferences; Student Attitudes; African Americans; Whites; Visual Stimuli; Critical Theory; Race; Picture Books; Student Interests; Ethnic Diversity; Young Children; Elementary School Students; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Rassenunterschied; Schülerverhalten; Afroamerikaner; White; Weißer; Kritische Theorie; Rasse; Abstammung; Picture book; Bilderbuch; Studieninteresse; Frühe Kindheit; Kalifornien
Abstract	Children's books support children's development, but many factors influence interest in engaging with books, including book physical features. Additionally, the lack of diverse children's books makes it difficult to determine whether racial characters influence children's book preferences. This study utilized a forced-choice selection task to investigate book preference of 56 five-, six-, and seven-year-old Hispanic/Latino (n = 23) and Asian (n = 33) children. The children were shown identical book covers with either an object or a Black or White character. Participant preferences and rationales were collected and analyzed. While the ANOVA showed no significant differences, a Chi-square test did reveal significance in preference differences, and five qualitative preference rationale categories emerged, including a race-related rationale. Study implications provide evidence for the necessity of publishing more diverse books and including them as required materials within curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01