Diverse Children's Literature

This past summer I took two master's classes on family engagement. For one of the assignments we were asked to redesign a unit, event, etc. with the representation of families in mind. Being an avid children's book lover and understanding the importance of diverse children's literature in the classroom, I knew I wanted to do something along that topic.

For this blog post, I decided to share my paper on the importance of diverse literature in the classroom along with a book list of suggested titles you can use.

Walking Alongside: Diverse Children's Literature

“Family diversity is the norm, not the exception.” -Debbie Pushor (Marsh & Turner-Vorbeck, 2010)

I want to begin by stating, I am a self-proclaimed English Language Arts enthusiast. I am passionate about teaching children how to read and write and I love children’s literature. Reading stories with my students is my favourite part of the day. I have always wanted to have a large collection of books in my classroom library, and I am slowly building it each year. In 2020, during the Black Lives Matter movement, I came across an infographic titled 2018 Diversity in Children’s Books, which was produced by Sarah Park Dahlen and David Huyck. This infographic is extremely powerful, and really shows how little diversity there is in children’s literature. It shows that in 2018, 50% of children’s literature had white characters, 27% had animals/other characters, 10% had African/African American characters, 7% had Asian Pacific Islander/Asian Pacific American characters, 5% had latinx characters, and 1% had Indigenous characters (Dahlen & Huyck, 2019). It is my hope that in an updated 2022 infographic we would see increased numbers of diversity in children’s books.

This infographic caused me to look at my classroom library through a more critical lens and research diverse picture books for my classroom, as I was unaware of the lack of diversity there was. With a couple of years of research under me since coming to this realization, I personally think there are more accessible diverse picture books than there ever has been before. But I also believe that there is a lot more work to be done. Schools are often unaccommodating and insensitive to “non-traditional” families, and many books, television, and media favour a white, upper-middle class, heterosexual family (Marsh & Turner-Vorbeck, 2010). Dr. Debbie Pushor states, “There is so much family diversity that a statistical norm is no longer meaningful. Yet the normal family remains a powerful image in our collective imagination, as does the ideal family (Marsh & Turner-Vorbeck, 2010).

Prior to understanding the lack of diversity in children’s literature, I had several books on Indigenous families and culture in my classroom library, but almost no books representing other children/people of colour. I am happy to say that this is no longer the case. During my research of diverse children’s books, I came across children’s literature researcher, Dr. Rudine Sims Bishop and her model of “Mirrors, Windows, and Sliding Glass Doors” (Bishop, 1990). This work by Dr. Bishop has changed the way I look at children’s literature when choosing it for my classroom. Upon reading about this model, I learned that “window” books are books where readers can see realities and points of view of others. This can be through reading about different cultures, environments, struggles, and triumphs other than their own and comparing it to their own lives. “Sliding glass door” books are books where readers can leave their own lives and jump into other worlds and immerse themselves in it. These can be places that are unknown or unfamiliar. “Mirror” books are books where readers can see themselves in a book (Bishop, 2019). As a white woman, I need to acknowledge the privilege I have. It is clear that there are many “mirror” books for white children, and not enough for children of colour. In order for students to see themselves in books, our classrooms need to have books about different cultures, races, environments, sexualities, and identities. Every single child needs to see characters that look and live like them. Bishop states. “When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society in which they are a part of” (Bishop, 1990). Having windows, mirrors, and sliding glass door books for all of my students is so important to me. I am lucky to teach in an extremely diverse school with an abundance of cultures, race, and languages. Therefore, I am making it a personal goal of mine for all students to be represented in my classroom library. Regardless of the amount of diversity in schools, all schools need access to these kinds of books.

The use of narratives and children’s literature can also be powerful ways for schools to explore family diversity and foster understanding, and improve student self-esteem and academic performance.” -Debbie Pushor (Marsh & Turner-Vorbeck, 2010)

For this assignment, I researched and created a large selection of diverse children’s literature. I am conscious that this list only touches the surface on many different types of families, based on race, culture, environments, sexuality, and identity. I am not a professional children’s literature researcher, and I know this list is not complete in reaching absolutely every single possible student or family out there, but it is a good starting point for myself and other educators who have a responsibility to share diverse literature in their classrooms. When I first began my journey of collecting diverse books for my classroom library, I found myself finding books on hardships and struggles for people of colour, instead of celebrating diversity and the triumphs of all cultures. “Children and youth caught in these conflicting narratives can experience feelings of shame about their cultures, differences, familial concepts, languages, and parents” (Marsh & Turner-Vorbeck, 2010). As I continue to grow my collection of diverse books, as well as add to this living document, I made sure to include both the challenges and successes of each type of family. I also began searching for books that address possible beliefs and assumptions myself, my students, or their families may hold about certain groups, and took that into account when making this book selection so that stereotypes could be addressed. Some of these beliefs and assumptions could include, but are not limited to the belief that Asian families are new immigrants, there are no successful indigenous people, or homeless people are addicts. I look forward to using diverse books to address these stereotypes, beliefs, and assumptions and enrich the learning experiences for my students.

As I get to know my students and their families each year, I will continue to select and add more children’s literature with the input of families. Taking a suggestion in Kirsten Kobylak’s chapter in Living as Mapmakers, I would also like to invite families to share books that are important in their culture, books they read at home, books on topics they want talked about, and books in their language (Pushor, 2015). Having each family seen and talked about in books empowers them and their children. It is important to me that every family I work with feels valued, seen, and heard. I will also continue to enrich my classroom reading experiences by having parents and family members come in as “Mystery Readers.” I would like to encourage families more to share books in their language or special books from home.

When selecting literature, it is also the important to look at who the author is and where the author is coming from. Is the book about indigenous culture written by a white person, or an indigenous person? We must remember the difference between stories of families and family stories (Marsh & Turner-Vorbeck, 2010). It is also important that we are mindful of the books we share with our students. Diverse books are incredibly powerful, but many diverse books may also come with triggers for children and their families or cause them to relive certain trauma. In my book list, I included a section of books on trauma. Being vulnerable, I do not think I feel comfortable reading those books to my students, and especially not without passing it through parents first. When sharing diverse picture books, teachers also open themselves up to possibly experiencing pushback from families. For me, teaching in a Catholic school, I may receive pushback when reading about other religions or the LGBTQ+ community, like Ryan Dignean did after reading And a Tango Makes Three by Justin Richardson and Peter Parnell (Pushor, 2015). However, I think when we are open, share the stories we are reading at school with families, connect it with the curriculum, share our rationale, and have authentic and meaningful relationships with families, parents will be more open and accepting to the type of books you share in class. Regardless of pushback, all families have the right to be represented. As Ryan Dignean states, “When parents and families are valued and positioned in a place of shared responsibility, I believe teachers are able to develop more responsive programming for children- in terms of curriculum, culture, religion, hopes, and dreams. Most of the time, this work with parents is rich and valuable. It is only occasionally hard. When it is hard, it is important that we teachers hang in, “for better or worse,” just as we do in our other important relationships” (Pushor, 2015). Regardless of what types of books you choose to read in your class, I think it is important that we are aware of all kinds of books, so we can help families when they are dealing with different kinds of trauma or challenges.

“It is up to teachers to make sure the teaching is accurate and inclusive.”-Debbie Pushor (Marsh & Turner-Vorbeck, 2010)

“Many children have been openly teased about their differences in the classroom with a teacher present at the time” ((Marsh & Turner-Vorbeck, 2010). With diverse books, teachers and families can build a more inclusive classroom, where children can celebrate differences rather than be made fun of for them. I hope that by having a diverse collection of children’s literature each of my students and their families feel seen, heard, represented, and valued and that it improves self-esteem and develops a deep love of reading. I also hope this list of children’s literature inspires other educators to diversify their classroom libraries.

A Beginning List of Diverse Children’s Literature

Note: I am conscious that books in other languages is missing from my list. This is purposely done, as I was unable to gauge the quality of books when they are in languages I do not understand. However, I did include some Cree language books that I have used in my classroom. It is my hope to get input from families on different children’s books to add that are written in different languages.

Books that bring awareness to family diversity:

· The Family Book by Todd Parr

· A Family is a Family is a Family by Sara O’Leary

· Love Makes a Family by Sophie Beer

· All Are Welcome by Alexandra Penfold

· Our Class is a Family by Shannon Olsen

Books about Indigenous families:

· Fry Bread by Kevin Noble Maillard

· Not my Girl by Christy Jordan-Fenton and Margaret Pokiak-Fenton

· When I Was Eight by Christy Jordan-Fenton and Margaret Pokiak-Fenton

· Phyllis’ Orange Shirt Story by Phyllis Webstad

· The Orange Shirt Story by Phyllis Webstad

· With Our Orange Hearts by Phyllis Webstad

· Stolen Words by Melanie Florence

· Shin-chi’s Canoe by Nicola I. Campbell

· Shi-shi-etko by Nicola I. Campbell

· The Circle of Caring and Sharing by Theresa Larsen-Jonasson

· The Sharing Circle by Theresa Larsen-Jonasson

· The Eagle Feather by Kevin Locke

· Dawn Flight: A Lakota Story by Kevin Locke

· Raven’s Feast by Kung Jaadee

· The Medicine Wheel: Stories of a Hoop Dancer by Teddy Anderson

· Gifts from Raven by Kung Jaadee

· Trudy’s Rock Story by Trudy Spiller

· Trudy’s Healing Stone by Trudy Spiller

· The Hoop Dancer’s Teachings by Teddy Anderson

· The Eagle Feather by Kevin Locke

· The Moccasin Goalie by William Brownridge

· On the Trapline by David Robertson

· Awasis and the World-Famous Bannock by Dallas Hunt

· Thunder’s Hair by Jessie Taken Alive-Rencountre

· The Adventures of Jay and Gizmo: Jay and Gizmo Learn About Boys with Braids by James S. Brown and Kristi White

· Bear’s Braid by Joelle Bearstail

· Powwow Day by Traci Sorell

Books about Asian families:

· Eyes That Kiss in the Corners by Joanna Ho

· The Name Jar by Yangsook Choi

· Eyes that Speak to the Stars by Joanna Ho

· I Am Golden by Eva Chen

· My Father’s Shop by Satome Ichikawa

Books about Middle Eastern and Muslim families:

· Golden Domes and Silver Lanterns by Hena Kahn

· The Sandwich Swap by Kelly DiPucchio and Rania Al Abdullah

· The Proudest Blue by Ibtihaj Muhammad and S.K. Ali

· Under My Hijab by Hena Khan

· The Arabic Quilt by Aya Khalil

Books about Hispanic and Lantinx families:

· Where Are You From? by Yamile Saied Mendez

· Areli is a Dreamer by Areli Morales

· Sing With Me: The Story of Selena Quintanilla by Diana Lopez

· Across the Bay by Carlos Aponte

· My Papi Has a Motorcycle by Isabel Quintero

· Carmela Full of Wishes by Matt de la Pena

· Mango, Abuela, and Me by Meg Medina

· La Princesa and the Pea by Susan Middleton Elya

· Islandborn by Junot Diaz

Books about Black families:

· Chocolate Me! By Taye Diggs

· Hair Love by Matthew A. Cherry

· Sulwe by Lupita Nyong’o

· Parker Looks Up by Parker and Jessica Curry

· Not Quite Snow White by Ashley Franklin

· The Water Princess by Susan Verde

· Africville by Shauntay Grant

· Skin Like Mine by Latashia M Perry

· I Love My Hair by Natasha Anastasia Tarpley

· I Am Enough by Grace Byers

· Hair Like Mine by LaTashia Perry

· Don’t Touch My Hair by Emma Dabiri

Books about mixed/biracial families:

· I Am Whole by Shola Oz

· I Am Mixed by Sebastian A. Jones and Garcelle Beauvais

· Mixed Me by Taye Diggs

· My Two Grannies by Floella Benjamin

· My Two Grandads by Floella Benjamin

· I Am Me by Karla Kuskin

Books about 2LGBTQQIP2SAA+ and gender identity:

· Mommy, Mama, and Me by Leslea Newman

· My Moms Love Me by Anna Membrino

· My Two Moms by Claudia Harrington

· My Two Moms and Me by Michael Joosten

· And a Tango Makes Three by Justin Richardson and Peter Parnell

· My Two Dads by Claudia Harrington

· Stella Brings the Family by Miriam B. Schiffer

· Prince and Knight by Daniel Haack

· I Am Jazz by Jessica Herthel

· Jacob’s New Dress by Sarah Hoffman

· My Princess Boy by Cheryl Kilodavis

· One of a Kind Like Me by Laurin Mayeno

· Sparkle Boy by Leslea Newman

· When Aidan Became a Brother by Kyle Lukoff

· Red: A Crayon’s Story by Michael Hill

· Morris Micklewhite and the Tangerine Dress by Christine Baldacchino

· Pink is For Boys by Robb Pearlman

· My Shadow is Purple by Scott Stuart

· My Shadow is Pink by Scottt Stuart

· Jack (Not Jackie) by Erica Silverman

· I’m A Girl! By Yasmeen Ismail

· I Am Me by Susan Verde

Books about single-parent families and children with more than one home:

· Tuesday is Daddy’s Day by Elliot Kreloff

· Lou Caribou: Weekdays with Mom, Weekends with Dad by Marie-Sabine Roger and Nathalie Choux

· My Two Homes by Claudia Harrington

· Two Homes by Claire Masurel

Books about blended/step-families:

· Cat, Dog, Dog by Nelly Buchet

· Life with My Family by Renee Hooker and Karl Jones

· My Blended Family by Caludia Harrington

· More People to Love Me by Mo O’Hara

· My Fairy Stepmother by Marni Prince, Jason Prince, and Susan Tegelaar

· Sometimes it’s Grandma and Grandpas: and Not Mommies and Daddies by Gayle Byrne

Books about foster families and adoption:

· A Mother for Choco by Keiko Kasza

· The Moccasins by Earl Einarson

· Mama’s Waves by Chandra Ghosh Ippen

· Daddy’s Waves by Chandra Ghosh Ippen

· Murphy’s Three Homes: A Story for Children in Foster Care by Jan Levinson Gilman

· Maybe Days by Jennifer Wilgocki

· Speranza’s Sweater by Marcy Pusey

· Tell Me Again About the Night I Was Born by Jamie Lee Curtis

· We Belong Together by Todd Parr

Note: There are many several titles in Chapter 8: What Makes a Family? Representations of Adoption in Children’s Literature by Lesley Colabucci and Matthew D. Conley in Other Kinds of Families by Tammy Turner-Vorbeck and Monica Miller Marsh (Marsh & Turner-Vorbeck, 2008).

Books about families with special needs:

· It’s Okay to Be Different by Todd Parr

· The World Needs More Purple People by Kristen Bell

· My Three Best Friends and Me, Zulay by Cari Best

· Just Because by Rebecca Elliot

· The Black Book of Colors by Menena Cottin

· The Pirate of Kindergarten by George Ella Lyon

· King for a Day by Rukhsana Khan

· The Girl Who Thought in Pictures by Julia Finley Mosca

Books about Homelessness:

· Fly Away Home by Eve Bunting

· December by Eve Bunting

· I Can Hear the Sun by Patricia Polacco

· A Shelter in Our Car by Monica Gunning

· Someplace to Go by Maria Testa

· Lily and the Paper Man by Rebecca Upjohn

· The One with the Scraggly Beard by Elizabeth Withey

Books about families with addictions/trauma:

· Addies Mom isn’t Home Anymore by Genia Calvin

· A Terrible Thing Happened by Margaret Holmes

· Can I Catch it Like a Cold? By Joe Weissmann

· Floating Away by Andrew J. Bauman

· You Weren’t With Me by Chandra Ghosh Ippen

· Some Secrets Should Never Be Kept by Jayneen Sanders

· It Will Be Okay by Lysa TerKeurst

· Why Are You So Quiet? By Jaclyn Desforrge

Thank you so much for reading! I hope that you gained new knowledge or found a new book you would like to add to your classroom.

XOXO,

Elle

References

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3).

Hyck. D. and Dahlen. S. (2019). Diversity in Children's Books 2018. Sarah Park Dahlen, Ph.D.: musings on korean diaspora, children's literature, and adoption https://readingspark.wordpress.com/2019/06/19/picture-this-diversity-in-childrens-books-2018-infographic/

Miller Marsh, M. & Turner-Vorbeck, T. (2010). (Eds.) (Mis)understanding families: Learning from real families in our schools. New York: Teachers College Press.

Pushor, D. and the Parent Engagement Collaborative II. (2015). Living as mapmakers: Charting a course with children guided by parent knowledge. Rotterdam, NL: Sense Publishers.

Turner-Vorbeck, T. & Miller Marsh, M. (2008). (Eds.) Other kinds of families: Embracing diversity in schools. New York: Teachers College Press.