THE MULTICULTURAL ASPECTS OF THE CALDECOTT AND HONOR BOOKS. Sara Louise Kaltenbach. A Thesis

THE MULTICULTURAL ASPECTS OF THE CALDECOTT AND HONOR BOOKS Sara Louise Kaltenbach A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION August 2005 Committee: Dr. Nancy Fordham, Chair Dr. Cindy Hendricks Dr. Dodi Hodges

ABSTRACT Nancy Fordham, Advisor The purpose of this investigation was to analyze the representation of characters of different races, ages, and disabilities in the illustrations of the Caldecott Medal and Honor- winning books from 1975-2004. Ninety-nine of the 119 books from the time period were examined. Twenty books which did not have human characters in the illustrations were eliminated from the study. Each book was read, illustrations were scrutinized, and a note card was made on which tally marks indicated how many and what types of characters were included. After all books were analyzed, charts and graphical representations were made to demonstrate the variations in the illustrations depicting race, age, and obvious disability. The research found that the Hispanic and Native American races were underrepresented. All other races were represented adequately in the Caldecott and Honor books.

Dedicated to my brother; his dedication, perseverance, and unmatched support of me have truly been a blessing.

ACKNOWLEDGEMENTS I would like to acknowledge those who have supported me the process of writing and researching this thesis. First and foremost, I would like to thank the following persons: my chair, Dr. Nancy Fordham. She spent countless hours working and reworking my thesis, and without her, the finished product might not have ever been completed; Dr. Dodi Hodges, for all her work with me, for her listening and unwavering support; Dr. Cindy Hendricks, for telling me exactly what I needed to hear, even if I did not really want to hear it. I cannot thank my committee enough for the tremendous amount of support and guidance they have given me throughout this process. I would also like to thank my parents. They have supported me through this process and never once complained about my mess. They have motivated and pushed me to keep going when I wanted to quit. Their encouragement and understanding got me through my revisions and, for that, I will always be grateful. Finally, I would like to thank my friends. They listened while I complained, yet supported me at the same time. I could not have done this without their support, love and encouragement.

TABLE OF CONTENTS Page CHAPTER I INTRODUCTION... 1 Statement of the Problem... 2 Research Question...... 2 Justification... 3 Definition of Terms... 4 Limitations..... 6 CHAPTER II. REVIEW OF LITERATURE... 8 United States Population... 8 Multicultural Education... 9 Multicultural Literature... 11 Caldecott Medal.... 15 Illustrations.... 20 Summary..... 21 CHAPTER III. METHODS AND PROCEDURES... 23 Methods... 23 Research Design... 23 Instruments.... 24 Materials.... 25 Procedures/Data Collection.... 25 Data Analysis...... 27 Non-Human Characters.... 27 Human Characters... 28 Race... 28 Age... 29 Assistive Devices... 29

Time Line... 29 Budget... 30 Summary... 30 CHAPTER IV. RESULTS ANDDISCUSSION OF RESULTS... 31 Non-Human Characters... 31 Human Characters. 31 Race... 31 Age... 34 Assistive Devices... 34 Discussion of Results... 35 CHAPTER V. SUMMARY CONCLUSIONS AND RECOMMENDATIONS... 36 Summary... 36 Conclusions... 37 Recommendations... 39 Parents... 39 Teachers... 39 Librarians... 40 Future Research... 40 REFERENCES......... 43 APPENDIX A. MONTGOMERY S LIST OF SELF-ASSESSMENT QUESTIONS... 47 APPENDIX B. BOOK LIST WITH CODING... 49 APPENDIX C. NOTECARD EXAMPLE... 54 APPENDIX D. CHARTS AND GRAPHS..... 56

1 CHAPTER I. INTRODUCTION Teachers and school librarians have an important responsibility in selecting books for use in their classrooms and libraries. They choose the books that will be available to the students they see on a daily basis. With this responsibility comes a great decision. What literature will they select? Will the books in their classrooms and in the libraries reflect their student populations? Both of these questions need to be considered since the literature in a teacher s classroom or in the library may be the only books a child encounters all day. As educators, it is their responsibility to choose the best books they can find. When teachers or librarians look at a book to decide whether it should be added to their collections, there are many things to consider. In addition to determining whether the particular work reflects the children in the classroom or school, they must ensure that the books they select are of high quality. One way to do this is to consider award recipients such as the Caldecott and Newbery winners, because they have been reviewed by committees and chosen as excellent pieces of children s literature. The Caldecott and Newbery Medals date back to 1938 and bring a history of quality to children s books. Teachers and librarians should be reflective about their book choices. A diverse collection of high quality books benefits everyone. Briefly, as the population becomes more diverse, so will the classrooms in which educators teach. It is important to provide those students with literature that reflects that diversity. Presenting students with books that are relevant to their lives and that include people similar to them helps them connect with the content. It also demonstrates that educators care about their students.

2 Statement of the Problem One of the most common sets of books in school libraries is the Caldecott and Caldecott Honor books. The Caldecott Medal is awarded annually to children s books deemed by a committee of experts to contain the best illustrations of those published the previous year. Research on the Caldecott Medal and honor winners has not taken into consideration the multicultural aspect of these books. Two different studies have been conducted on the content of the Caldecott Medal books and Honor books. The first study (Dellman-Jenkins, 1997) examined how older people are portrayed. Several other studies have explored sex-role stereotyping in these texts. However, there has been little research investigating if and how multiculturalism is portrayed in the illustrations of Caldecott award-winning literature. Since Caldecott books are considered to be distinguished, they should, as a group, represent a variety of cultures. Research Question The prominence and frequency of use of the Caldecott Medal and Honor books makes it worth while to examine their visual content since children of many races and ethnicities will be reading these stories. This study will examine the illustrations of the Caldecott Medal winners and Honor books to determine whether or not they include multicultural aspects. The research question guiding this study then is, Based on the illustrations, what representations of race, age and obvious disability appear in the characters of Caldecott Medal and Honor books from 1975-2004?

3 Justification Many school libraries contain collections of Caldecott books, which are considered to incorporate the best illustrations in children s literature. Since these bodies of work appear in nearly every school, it is important to examine their multicultural qualities. Children should be able to find at least some books that visually portray people like themselves. Such literature helps them feel valued and make connections with the text (Cronin, 2001). Award-winning books that are multicultural in nature make the library s collection more equitable. Caldecott books can be excellent resources for teachers who use children s literature as a focus for instruction. Award winners such as Caldecott literature can be an asset to any teacher s collection. If teachers are concerned about and aware of the multicultural elements in these books, they might be inspired, as well, to examine diversity in other children s literature they use in their classrooms. Works that represent children and their backgrounds are powerful and can make an impact on students education. Colby and Lyon (2004) and Cronin (2001) believe that children benefit from having their cultures represented in the literature they read. Bieger (1995/1996) adds that because literature can change how we view cultures and experiences that vary from our own, we are able to see the world in a new way (p. 311). As for the Caldecott books, they are well regarded and should represent a variety of cultures. Their high visibility necessitates exploration of their equity. According to Lacy, These award-winning books are very popular and are frequently chosen as teaching materials by early childhood educators, parents of young children, and child care providers (as cited in Dellman- Jenkins & Yang, 1997, p. 1).

4 During this study, the researcher compiled a list of all books winning a Caldecott award or honor between the years of 1975 and 2004. The list included an analysis of the multicultural aspect of each book s illustrations, formulated with the help of a chart and tally system developed for that purpose. Definition of Terms The following terms were used throughout the study and are defined here for clarification. They are listed in alphabetical order. 1. African- - A native or inhabitant of Africa (Random House, Unabridged Dictionary, 1997). 2. African American- - A person having origins in any of the Black racial groups of Africa. It includes people who indicate their races as Black, African American, or Negro, or provide written entries such as African American, Afro American, Kenyan, Nigerian, or Haitian on census forms (U. S. Census Bureau, fact finder, 2000). 3. American Indian or Alaska Native (Native American)- - A person having origins in any of the original people of North and South America (including Central America) and who maintain tribal affiliation or community attachment (U.S. Census Bureau, fact finder, 2000). 4. Armenian- - A native of Armenia (Random House Unabridged Dictionary, 1997). 5. Asian, Pacific Islander- - A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, China, India, Japan, Korea, the Philippine Islands, and Samoa (Georgia Department of Education).

5 6. Caldecott Medal- -A medal named in honor of nineteenth-century English illustrator Randolph Caldecott. It is awarded annually by the Association for Library Service to Children, a division of the American Library Association, to the artist of the most distinguished American picture book for children. (American Library Association, 1987) 7. Caribbean- - Of or relating to the Caribbean Sea, its islands, or its Central or South American coasts or to the peoples or cultures of this region (Yahoo Education, dictionary). 8. Cultural Accuracy- - Accurate portrayal of a culture, with no bias or stereotyping. 9. Hispanic- - A person of Mexican, Puerto Rican, Cuban, Central or South American descent, or other Spanish culture or origin, regardless of race (Georgia Department of Education,). 10. Diversity- - Social inclusiveness; ethnic variety, as well as socioeconomic and gender variety, in a group, society, or institution. (Encarta Dictionary) 11. Honor Books- -Books that were considered for the Caldecott Medal. Though not chosen as the winner, they were also found to be distinguished. 12. Illustrator- - A person who draws the pictures for a book. 13. Illustration- - The pictures contained within a book. 14. Multicultural education- - An educational philosophy and approach that advocates the belief that students and their life histories and experiences should be placed at the center of the teaching and learning process and that pedagogy should occur

6 in a context that is familiar to students and that addresses multiple ways of thinking. (National Association for Multicultural Education, 2003). 15. Multicultural literature- -Literature that includes a variety works by and about people from non-mainstream cultures. 16. Multiracial (biracial)- - A person having parents of different races (Georgia Department of Education,). 17. Picture book- -a. A "picture book for children" as distinguished from other books with illustrations, is one that essentially provides the child with a visual experience. A picture book has a collective unity of story-line, theme, or concept, developed through the series of pictures of which the book is comprised (American Library Association, 1987). b. A "picture book for children" is one for which children are a potential audience. The book displays respect for children's understandings, abilities, and appreciations. Children are defined as persons of ages up to and including fourteen and picture books for this entire age range are to be considered (American Library Association, 1987). 15. White- - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. It includes people who indicate their race as White or report entries such as Irish, German, Italian, Lebanese, Near Easterner, Arab, or Polish (U.S. Census Fact Finder, 2000). Limitations One limitation of this study was that only books from 1975-2004 were examined. This span was chosen because books from these years are more recent and, therefore,

7 more likely to be found in classrooms and libraries. The Caldecott medal has been awarded since 1938 and there are hundreds of books. Time constraints precluded a more comprehensive study. Another limitation that may have influenced the study is the changing societal views of what is acceptable and appropriate in the text and illustrations of children s books. Since the inception of the Caldecott award, what is and is not considered appropriate content has changed. Limiting the scope of the study may have yielded results that differ from a study of the entire Caldecott collection. The Newbery Medal is also awarded for exceptional children s literature, but is given mainly to chapter books. This study focuses only on Caldecott books since their multicultural aspects have never been formally studied. Also, the Caldecott books are and can be used in most every grade level. The Newbery books, being chapter books, are mainly for children in third grade or higher, and their length prohibits their inclusion in this study. The researcher in this study did not analyze how each character was portrayed in the illustrations. Lacking this element, the investigation could also have been limited since the illustrations were analyzed only for the absence or presence of characters with visible traits of age, race, and obvious disability. Although characters of different races were portrayed, they could have been portrayed in a stereotypical manner that would be inappropriate. However, analysis of stereotypes was not included in the scope of this study.

8 CHAPTER II. REVIEW OF RESEARCH The changing faces in our school classrooms indicate there is a need for multicultural education. Evidence also exists to support the notion that children benefit from having access to multicultural literature in their homes, schools, and classrooms. The review of research contained in this chapter is focused on multicultural education, multicultural literature, and Caldecott Award-winning literature. The Caldecott Awardwinning literature is included because it is the focus of this study, and many parents, teachers, and librarians believe it to be of high quality. United States Population The population of the United States is growing and becoming increasingly diverse. As this occurs, children s literature--especially award-winning literature like the Caldecott and Honor books--should reflect that change. The U.S. Census was last taken in 2000 and included these categories for race: White, Black or African American, American Indian and Alaska Native, Asian, Native Hawaiian an other Pacific Islander, Some Other Race, and Two or More Races (U.S. Census, 2000, American FactFinder, 2). The U.S. Census Bureau adopted these categories in 1997 from the Federal Register Notice by the Office of Management and Budget. They added the category, with permission, Some Other Race, in which Hispanics are included. According to the U.S. Census Bureau (2003), The question on race asked respondents to report the race or races they considered themselves to be. Thus, Hispanics may be of any race ( 6). The Georgia Department of Education lists six categories for distinguishing the race of children in their schools. They include Asian, Black, Hispanic, American

9 Indian, Multiracial, and White (Georgia Department of Education, Enrollment by Race/Ethnicity and Sex 1998/1999). According to the U.S. Census Bureau, the Hispanic population has reached an alltime high in the United States, increasing from 35.3 million in April 2000 to 38.8 million by July 2002 (U.S. Census Bureau, Headline, 2003). The Census Bureau also identified the Asian population as having the largest rate of growth of all racial groups. However, it is estimated that the Hispanic population is the largest minority community in the nation. Multicultural Education As the United States becomes increasingly more multicultural, a child s education should as well. Culturally responsive classrooms specifically acknowledge the presence of culturally diverse students and the need for these students to find relevant connections among themselves and with the subject matter and the tasks teachers ask them to perform (Montgomery, 2001, p. 4). Dana and Lynch-Brown (1992-1993), in fact, say plainly: The classrooms that our future teachers will be entering will be very different from the classrooms they inhabited as children (p. 45). With this in mind, schools and school districts need to support teachers in the use of strategies that promote responsive instructional practices (Montgomery, 2001). As student populations change to reflect society, teaching should change as well (Bieger, 1995/1996; Brown, 2001; Taylor, 2000. Students in today s classrooms today represent a wider range of ethnicities than at any other time in our nation s history (Brown). Since schools are a model of society and because the United States is so diverse, it is important to understand and respect all cultures and groups (Bieger). Taylor (2000) adds, Teachers also need to find ways to increase their own understandings of students realities, especially because they often

10 may not share the same culture, language, or view of the world as those of their students (p. 6). Banks, Cookson, Gay, Hawley, Irvine, Nieto, Schofield & Stephan (2001) contend, Schools can make a significant difference in the lives of students, and they are a key to maintaining a free and democratic society (p. 197). Thus, schools need to maintain a multicultural environment that is conducive to teaching and learning. Banks (1991/1992) insists that multicultural education is a must in the United States. He cautions educators against assuming that they are multicultural, noting that our schools and curriculum are still very western in their base. He contends that only when we integrate women s ideas and works, as well as those of other races and ethnicities, will our education be truly multicultural. Bieger (1995/1996) adds that when we consider multicultural education, we should not exclude cultures by focusing on just one in particular. Banks et al (2001) add, A good school maximizes the learning experiences of all its students (p. 198). Teachers need to assess themselves to see where they stand on diversity and in their feelings toward non mainstream cultures in their classrooms. Montgomery (2001) has devised a self-assessment for teachers, adapted from Bromley (as cited in Montgomery, 2001), which addresses the following issues: definitions of diversity, perceptions of children and cultures, assumptions, and reflections of self (See appendix A for complete list). Bieger (1995-1996) and Montgomery (2001) believe that it is each teacher s responsibility to help his/her students experience a multicultural education. Bieger (1995/1996) notes, Quality multicultural education in a school requires leadership commitment and continuity. Teachers must be responsible for curriculum integration (p.

11 308). Montgomery asserts that, in their classrooms, teachers need to use methods that will meet all students needs. Teachers should adapt their teaching methods to the particular context; by doing so, they can reach many more children and help them to succeed. Children can benefit from teachers who are aware of their own biases and prejudices regarding other races and cultures and who are able to relate to the students in their classrooms. In order to be able to do this, they need to have knowledge of the social and cultural contexts of learning (Banks et al, 2001, p. 197). Banks et al also believe that professional development for teachers is the key to increasing understanding of racial and ethnic diversity within a school. Beginning teachers need to take many things into consideration, most especially instruction. According to Montgomery (2001), Many effective classrooms are organized around an interdisciplinary or cross-curricular theme (p. 5). Since children s literature, is, by nature, interdisciplinary, it can enhance thematic instruction. Taylor (2000) believes that using books about diverse families with respect to their culture, race, background, or socioeconomic level will enable children to see differences and likenesses between characters. Allowing children to respond to these texts can offer a window into their thoughts and feelings. Multicultural Literature In recent years there has been a push for the use of multicultural children s literature in the nation s classrooms (Mathis, 2001; Scott, 2002; Taylor, 2000). Stories have a significant impact on children as reflected in the following statement by Mathis (2001):

12 Story is the essence of communication. Through story, we share our opinions, values, and experiences- -what makes us happy and what makes us sad. We share the most personal aspects of our culture and the ways in which we identify with a particular ethnicity, geographical region, religion, or other cultural group. (p. 155) Words, both written and oral, have power in our culture. Written words cross time boundaries (Scott, 2002). With great literature children can read words written long ago, as well as more relevant contemporary works. Taylor believes children should have access to literature that reflects them, and they should see their cultures portrayed in a positive way. Many teachers know that multicultural literature is an important part of multicultural education and that it can be helpful in teaching children about diversity and equality (Cai, 1998). Leo and Diane Dillon, illustrators of two Caldecott Medal-winning books, believe this as well. They include people of all races and ethnicities in their illustrations, observing that, Diversity is a true reflection of the world, especially in this country (Pavonetti, 2001, p. 48). Good literature should be available to all children. When a child picks up a piece of literature that reflects his or her life, he or she is able to relate to that work; when a child reads about a new experience, it can transport him or her to new places and times. Bieger (1995/1996) puts it this way: Each time we read a good piece of literature, we are changed by the experience; we see the world in a new way. For these reasons, literature can be a powerful vehicle for understanding cultures and experiences different from our own. (p. 311)

13 Bishop (2003) has defined two primary types of multicultural books: (1) culturally neutral books, in which characters of various ethnic and religious backgrounds are included, but in which no social issue or concern is emphasized; and (2) culturally specific books, in which a cultural issue is predominant, and characters and themes reflect their cultural context (p. 27). She adds that both of these types of books need to be used in the classroom since literature is a safe way to view and relate to other cultures. Literature can help students clarify how they see themselves and how other people might see them (Taylor, 2000). Also, as Cronin (2001) says, Culturally relevant literature helps students make connections with their own lives to what s printed on the page (p. 45). Strutchens (2002) believes multicultural literature can provide a place for children to learn about the cultures of others, as well as celebrate their own. Books lead children to new places while they learn. Taylor (2000) offers three criteria for selecting multicultural literature: relevance to the curriculum; genre variety; and author credibility/intended audience. Cronin (2001) and Strain (2002) also offer suggestions to teachers when choosing multicultural literature: 1. Literature should be personal to the child. 2. When literature reflects children and their cultures in meaningful ways, children realize that they are valued. 3. Children should be drawn into the text. Teachers assume an important responsibility when they select the literature for their classrooms, for they are opening new worlds to their students. The books teachers select should evoke reactions from the readers; they should be books that are written in styles that are familiar to the readers and connect with the existing knowledge and

14 cognitive background of the reader (Montgomery, 2000, p. 34). Brown (2001) tells teachers that they need to increase their knowledge of current literature. She also suggests that teachers explore anthologies of children s literature since they cannot possibly read all available books. Teachers are key in helping children make personal links with literature (Brown). Mathis (2001) suggests, The most important way for teachers to encourage insightful reading of multicultural literature is to model that behavior. They need to keep books about other cultures in the classroom and show that they value such literature (p. 158). Picture books, which are used before most other materials, can provide experiences for young children with other cultures and worlds (Allen, Allen, & Sigler, 1993). However, when choosing literature for the classroom, many teachers tend to use literature with which they are familiar (Taylor, 2000). Teachers may select literature that has characters, themes, or values that relate to their own, and often choose books that they have read, that were read to them as children, or that they have read to their own children. Thus, according to Taylor, the literature tends to reflect the attitudes and values that the teacher thinks are important rather than the themes, attitudes, and values of the children in his or her class. Taylor suggests that When choosing to include multicultural literature, the teachers purpose can be twofold: (a) to assist their students in better understanding others life experiences and society s pluralism and (b) to assist themselves in exploring and entering the lives of their students. (p. 2) Brown (2001) sees a need for the integration of multicultural literature into the classroom. She believes that using the Caldecott and Honor books can accomplish this.

15 Brown also believes that if the reading program in a school does not reflect the ethnicities, cultures or themes of the classroom, the Caldecott books can be used instead. Caldecott Medal The Caldecott Medal was first created in 1937, when Frederic G. Melcher suggested that another medal be presented each year for children s literature. Though the Newbery Medal was and still is awarded for the most distinguished American children s books published the previous year, there was, at the time, no award for the illustrators of picture books (American Library Association website, 1987). Rene Paul Chambellan designed the medal and it was named for Randolph J. Caldecott, who was one of three influential English illustrators in the 18 th century. He was particularly noteworthy for his fresh approach to illustrations, which complemented the stories they supported. The design of the Caldecott Medal is derived from one of the illustrations in his book entitled The Diverting Story of John Gilpin (ALA website, 1987). Until 1978, just one committee oversaw the selection of both the Caldecott and Newbery books. In 1978 two committees were established and, today, books can be considered by both. Previously, books could only be considered for one award or the other (American Library Association, 1987). Receiving the Caldecott Medal is a prestigious honor. According to the American Library Association s website, the medal is awarded annually to a book that was published the previous year in the United States. Illustrations must be original work, and there are no limitations on the type of illustrations used. The committee can decide to award Honor medals as well (American Library Association website, 1987).

16 As picture books, Caldecott winners are very important to children s literature. A picture book for children, as defined by the American Library Association, is: distinguished from other books with illustrations, and is one that essentially provides the child with a visual experience. A picture book has a collective unity of story-line, theme, or concept, developed through the series of pictures of which the book is comprised (ALA website, 1987). There have been 67 Caldecott Medals and 210 Honor Medals awarded since its inception, bringing the total to 277. When the committee meets to consider books for the Caldecott Award, there are many things they must consider, including excellence of execution in the artistic technique employed, excellence of pictorial interpretation of story, theme, or concept; appropriateness of style of illustration to the story, theme or concept; delineation of plot, theme, character, setting mood or information through the pictures; and excellence of presentation in recognition of a child audience (ALS website, 1987). For years, the Caldecott books have been studied by researchers who have scrutinized their content for relevance to children. Dellman-Jenkins and Yang (1997), for example, examined Caldecott award books covering a 23-year span, focusing on how older people were portrayed in the illustrations. They found a change in the more recent Caldecott books when comparing books published in the years 1972-1984 to those published between 1984 and 1995. The latter group, they determined, portrayed elderly people more positively. In another study, Dellman-Jenkins and Yang (1997) found that older people were sometimes described in storylines, but were missing in the illustrations.

17 Dellman-Jenkins and Yang also analyzed the illustrations of 95 Caldecott Medal or Honor books published between 1972 and 1995 in order to determine whether older people were represented in either primary or secondary character roles. They found that only 12% or 11 of the 95 books they analyzed included older characters. Three of these books were actual Caldecott winners and eight were Honor books in which elderly people were the central characters. Overall, the results of this study suggest that those individuals responsible for selecting Caldecott and Honor Book winners are sensitive to the powerful impact picture books can have on young children (Dellman-Jenkins & Yang, p. 3). They found that older people are beginning to be portrayed more appropriately in the illustrations, especially in more recent books; however, they noted that the representation of older individuals in only 12% of the books was somewhat of a concern. They feel that depicting older adults more often would help children see aging as a positive and natural part of life. Several studies have examined sex-role stereotyping in the Caldecott winners and Honor books. Most recently, Dougherty and Engel (1987), Allen, Allen, & Sigler (1993), and Dellman-Jenkins, Florjancic & Swadener (1993) have all conducted studies on this topic. Dougherty and Engel observed: Because of the award, the Caldecott winners and Honor books are highly visible and frequently selected for use with children. Even though they many not be representative of all that is published, as a group they may be a stronger socializing influence than any other identifiable group of books. (p. 394) These Caldecott and Honor books seem to be influential in children s lives when they are most vulnerable to preconceptions and ideas (Allen et al., 1993; Dougherty et. al., 1987).

18 Dougherty and Engle found that the Caldecotts, considered to be some of the best books published each year, are male dominated. All three sex-role studies appear to have had similar criteria for analyzing the illustrations in the selected books: 1. Characters in text 2. Characters in pictures 3. Total number of characters in pictures and text 4. Gendered vs. neutered characters 5. Number of images 6. Characters in titles 7. Central characters 8. Central characters as active or passive 9. Central characters as indoors or outdoors 10. Central characters as traditional or nontraditional 11. Occupation (Allen, Allen, & Sigler, 1993) Occasionally, characters that may not have been mentioned in the text are added to the illustrations. Since Caldecott books are chosen for their illustrations, it is important that the text and pictures correlate. Differences in interpretation can occur if a reader focuses on the pictures rather than the text, or the text rather than the pictures. Children, for example, often read only the pictures. When illustrations and text are read in conjunction with each other, as intended, the reader can get a better grasp of the story. Reading pictures in isolation can sometimes lead a child to draw incorrect conclusions according to Dougherty and Engel (1987), who observe:

19 When picture book themes are set in another culture or time period, the story would be less than accurate if it did not portray the characters in a manner consistent with the culture and time of the story. When these picture books are used with children, the children can be asked to relate the roles of the characters with what occurs in their homes and community. Such discussion can relate the story and roles of the character to the present and provide an opportunity for the children to compare the past with current mores, project what the future may bring, examine cultural differences, and question role expectancies and stereotyping. (Allen, Allen, & Sigler, 1993, p. 72) Caldecott books offer a variety of experiences to children, exposing them to places they have never been. Chamberlain and Leal (1999) compiled a list of Caldecott Medal winning books from 1938-1998 that focused on other cultures. Of 60 books, 23, or 19%, had a cultural focus other than the mainstream white culture. These researchers suggest that the Caldecott books can be an outstanding resource for both parents and teachers interested in using attractive and engaging reading materials. Brown (2001) also assembled a list of Caldecott Medal winning books, analyzing their cultural relevance. She included all winners from 1938-2000. Of that list, she found 21 to have universal cultural relevance. The other books she included either had state or national relevance. According to Brown, Not only do these works address universal issues, but also they show different ethnic groups and cultures working through these concerns (p. 63). The books she cited were both Caldecott winners and Honor books. Norem (1991) found that Caldecott Medal books are an excellent way to motivate independent reading and creative writing and to teach reading and oral language

20 skills (p. 618). Brown (2001), Chamberlain & Leal (1999), Moen (1990), and Norem, (1999) advocate for the use of Caldecott books in classrooms. They believe that they are a good quality source of literature for teaching young children. Chamberlain and Leal (1999) observe that picture books can be used in upper level elementary grades as well as in primary grades. In their study on readability levels of the Caldecott books, they found that some were written as high as a fourth grade level; however, none were written at a fifth or sixth grade level. Still, they recommend the use of these books in upper elementary classrooms (Chamberlain & Leal, 1999). Children often want to read the books their teachers introduce to them. If a teacher is not careful, the books he or she chooses may be too difficult for the children in his or her classroom to read on their own even if they are interested in the book. Teachers may need to help their students select books that are on their level, yet interest them, because sometimes children are not able to select appropriate texts at their level (Chamberlain & Leal, 1999). Caldecott books, according to Chamberlain and Leal, have reading levels that are accessible to children in the primary and upper elementary grades. However, they caution that while the illustrations may be wonderful, if the text is too difficult, then children will be unable to gain a great deal from the book (Chamberlain & Leal, 1999). Illustrations Most researchers studying the Caldecott books focus on the illustrations, since those are the basis for the award. Richards and Anderson (2003) believe that, Storybook illustrations are essential to stories. Illustrations depict characters actions, expressions, and emotions (p. 442). They developed a strategy to help the students they worked with

21 use the illustrations in their reading. This strategy was titled What do I see? What do I think? What do I wonder? or STW. Richards and Anderson also found that emergent readers do not tend to focus on the slight or faint details of the illustrations and this can be a problem because those parts of the illustration are integral to helping a child understand a story. Therefore, it is important that those illustrations portray characters clearly and accurately. Pavonetti (2001) interviewed Leo and Diane Dillon about their illustrations and the diversity that they bring to the work they do. The Dillons are the illustrators of two Medal winning Caldecott books, Why Mosquitoes Buzz in People s Ears (1975) and Ashanti to Zulu: African Traditions (1976). They are aware of the significance of illustrations in children s books and their importance in captivating the reader. According to Pavonetti, the Dillons believe that, A good picture book is one in which the words and pictures are inseparable. Good illustration fills in between the lines and builds the details that are not spoken. It should be a seamless presentation that gives the viewer the inspiration to experience his/her own feelings (p. 45). Manning (2004) also believes that illustrations are essential to children s learning when they begin to read. She observes that when children are told to look at illustrations first, they are activating prior knowledge about what the illustrations are portraying, which leads to improved text comprehension. Manning also asserts, Young children begin to comprehend text through the support of the pictures they see in books (p. 91). Summary There is a need for multicultural literature in today s diverse classrooms. Caldecott books, which contain high quality illustrations, might also be multicultural

22 teaching aids. More research needs to be conducted to determine the extent of their multicultural nature. Do these books reflect a variety of races and cultures? When children look at the illustrations of these books, can they see themselves reflected there? As our society grows more diverse, so do classrooms. Through multicultural education and literature, we can try and reach that diverse population. The illustrations of picture books are essential to their stories. Books winning the Caldecott Medal point to the influence of those illustrations because teachers, believing the books are of good quality, often use them for instructional purposes. Since both research and population demographics indicate a need for more multicultural education and literature in today s classrooms, the Caldecott books may be a good resource. However, there has not been significant research to confirm this. Therefore, it is important to understand their multicultural aspects and make that information available to educators, librarians, and parents.

23 CHAPTER III. METHODS AND PROCEDURES While several studies have examined the Caldecott Medal and Caldecott Honor books (Allen, Allen, & Sigler, 1993; Dellman-Jenkins, Florjanic, & Swadener, 1993; Dellman-Jenkins and Yang, 1997; Dougherty & Engel, 1987), no research has explicitly explored their multicultural aspects. Therefore, this study was conducted to examine the Caldecott Medal winners and Honor books to determine the multicultural nature of their illustrations. The determination was made using note cards with a tally system created for the study by the researcher. (See Appendix C.) This chapter describes the methods used to perform the investigation of the illustrations in Caldecott and Caldecott Honor books. The procedures for completing the research, the data collection, and data analysis are outlined. A timeline, budget, and summary are also included. Methods Research Design The Caldecott award winners and Honor books were researched using content analysis in this investigation. The researcher examined the illustrations of books awarded the Caldecott Medal and Honor distinction between 1975 and 2004. This time period was selected because it spans the more recent past, increasing the likelihood that the books would be available and reflect prevailing attitudes about appropriate depictions in illustrations. All illustrations in the books were scrutinized for the characters found in them. The following pre-determined elements of character were examined: (a) race; (b) age: adult, child, or elderly; and (c) evidence of obvious disabilities, depicted by the characters use of assistive devices. The researcher limited the analysis to these

24 characteristics because they were deemed the most easily identifiable of those that might be visible in a book s illustrations. Also, the types of assistive devices were chosen because they were easily recognizable as being associated with physical disabilities. The researcher made notes on the assistive devices that were found in the illustrations as each was analyzed, but was looking specifically for devices that were immediately noticeable. Each book was read in its entirety. The primary focus was on the illustrations, with a secondary focus on the text s description of each character s race, age, and obvious disability, if applicable. The researcher read the literature, scrutinized the illustrations, and used a tally system to analyze each Caldecott and Honor book from the designated time period. Quantitative data detailing the number of Caldecott and Honor books with illustrations demonstrating the multicultural aspects under investigation was then generated. Instruments Note cards for each illustrator were created to record the tallies of the number and types of characters found in each Caldecott book illustrated by that artist. Each note card contained the title of from one to four books, due to some illustrators having more than one Caldecott Award or Honor book. The note cards included the name of each book, its illustrator, author, award year, and type of award--a Caldecott Medal or Honor book (See Appendix B). The researcher read each selected Caldecott and Honor book individually and recorded a tally mark each time a character with one of the predetermined characteristics appeared in the illustrations. The primary focus was on the illustrations, though the text was utilized when necessary in order to clarify a character s race, age, or disability status. After the text was read, no characters were identified as having a

25 disability beyond those that were observed book s illustrations. The tallies for each book were then combined into a chart containing a list of all books, as well as the designated visual characteristics the characters displayed. (See Appendix D) The tallies were made by analyzing the visual features displayed each time a character appeared in the illustrations. Each character was only counted once, even if he or she was found throughout the illustrations in the book. (See Appendix C) For each year, the books were coded with a C for the winners and a CH for Honor books. In addition, a two-digit number corresponding to the award year was assigned to each book. The designation 98 C, for example, signified Caldecott Medal, 1998. When more than one Honor book was designated in a single year, the coding was CH, plus a number ranging from 1 to 5, depending on the order in which the Honor book was named in the American Library Association s award list (See Appendix B). Based on the preselected criteria, the books containing the most diverse people in the illustrations were considered visibly multicultural. (See Appendix B) Materials The books chosen for this study represented the years 1975-2004, with each book being either a Caldecott Medal winner or an Honor book. In total, 119 books were reviewed. Among these, 20 books contained non-human characters and were excluded from this study, resulting in 99 books ultimately being analyzed. Procedures/Data Collection The researcher began the study with literature that was easily located. Beginning in February, the researcher read ten books each week. As each book was read, the

26 researcher completed a tally of illustrated characters who displayed the characteristics identified for this study. Once the data on the note cards was recorded, a chart was developed (See Appendix D). This chart included all the characteristics for which each illustration was examined. The characteristics analyzed were: (a) race; (b) age: adult, child, elderly; and (c) obvious disability, as depicted by the use of an assistive device. Race was determined by evidence of skin color, features depicted that distinguished that character as being of another race, and, if relevant, types of clothing worn by the character. Age was determined by the character s stature, type of clothing, features such as hair color, and presence or absence of wrinkles. Obvious disabilities were determined by the presence of assistive devices in the illustrations, for example, eye glasses, canes, or wheel chairs. The researcher coded these on the individual note cards and also on the chart indicating whether the assistive device was something other than glasses. The researcher made particular note of assistive devices that were not eye glasses, for example, a wheelchair or cane, because there were so few, and characters wearing eye glasses appeared more frequently in illustrations. Finally, information from the chart was synthesized into a summary report to show how many books contained characters that used assistive devices. Also, a chart that demonstrated the breakdown of the types of characters contained in the books was created. This chart helped generate graphs to represent percentages of characters determined to possess the specified characteristics. The chart also was used to identify which racial groups were underrepresented. Summary data was collected and reported in two formats: one format for individual books, and one for the books as a whole. This resulted in a chart and graph for

27 each group (See Appendix D), which provided the information needed to determine whether the illustrations in each book could be considered to have multicultural aspects. Data Analysis A tally of characters for each book was analyzed for its inclusion of the physical aspects of character identified above. A chart was made to record all these characteristics in a concise manner and used to create tables and graphical representations of the data gathered. All books appeared in coded form on the chart. (See Appendix B for example of coded form). Books could fall into one or more categories depending on the visual traits of characters portrayed within the pages. Therefore, a book including characters who displayed more than one of the physical elements identified for this study could appear in multiple categories. Some books contained characters of more than one race or age, such as The Gray Lady and the Strawberry Snatcher (Bang, 1975), which contained African Americans and Asians of all ages. Since the illustrations depicted characters representing two races, it was placed in both the African American and Asian categories. Also, the book contained both adults and children, so it was included in both of those categories as well. Books were placed on the chart even if only one character displayed an identified characteristic. Some books contained hundreds of characters, while others contained only one or two. Non Human Characters During this study, the illustrations of 119 books were analyzed. Of those, 20 had no human characters. These books either did not contain characters, as in some alphabet books, or their characters were animals. Because books with non-human characters were not relevant to this study, they were not analyzed.

28 The remaining 99 books all had human characters, some with only one and others with hundreds. Most illustrations contained animals in one way or another. The decision was made that if those were the only characters, the books would not be considered in the determination of their illustrations multicultural nature. Human Characters Human characters were found in 99 of the 119 books analyzed by the researcher. Of these 99 books, the characteristics under investigation were race, age, and obvious disabilities. For charts and graphs displaying the books and category placements, see Appendix D. Many books fell into one or more categories, since they had more than one character. Also, a book was placed in a category even if just one character displayed any of the identified characteristics. Race Characters displaying distinctive racial characteristics were assigned a racial classification: African American, Asian, Hispanic, Native American, African, White, or biracial. For example, Asian characters were sometimes represented with characteristic eye shape and dark, straight hair. Persons of Hispanic origin, a broad category according to the U. S. Census Bureau (2003), were identified through a combination of physical traits such as hair color and texture, eye color, skin tone, clothing, if helpful, and the text, if needed for clarification. A biracial character was identified when the illustrations portrayed the child with his parents, who were clearly of different races--african American and White. The illustrator depicted the children as being lighter skinned than the African American parent, but darker than the White parent.