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 DellmanJenkins & 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 18th 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.
29
Generally, characters in the illustrations of Caldecott books were examined for
skin color, clothing common to a particular age or culture, and distinctive features that
depicted the character as a person of a particular race. Definition of races came from the
United States Census, Georgia Department of Education Website, the online Random
House Unabridged Dictionary and the online Yahoo Education Dictionary (Refer to
Chapter I for definitions). Once race was identified, the researcher made finer distinctions
by estimating a character’s general age, i.e. adult, child, or elderly.
Age
Age of a character was determined after studying the illustrations and referring to
the text of the story if clarification was needed. A child was determined by his or her size
in relation to others in the illustrations, as well as types of clothing he or she wore. Adults
were determined by their height in relation to other characters, as well as their clothing.
Elderly characters were determined by clothing type, pronounced wrinkles, gray or white
hair color, as well as the text of the story.
Assistive Devices
Assistive devices were found in some of the Caldecott and Honor books analyzed
for this investigation. The assistive devices might include eye glasses, canes, hearing
aids, wheel chairs, or other devices used to assist people with disabilities. Characters
were considered to have an assistive device if it was clearly present in the book’s
illustrations.
Time Line
All books for this investigation were read by the 15th of April. As each book was
read, the researcher completed a note card tally. Afterward, a summary chart was
30
designed. By May 15th, a second summary chart reflecting all findings was completed
utilizing the tallies and summary chart obtained after the initial review of all books. By
May 31st, a first draft of the finished investigation was completed. This investigation was
submitted to the graduate college on July 5th, 2005.
Budget
There were no expenditures directly related to this research investigation. All
books included were already owned by the researcher or were borrowed from local public
libraries to which the researcher had access. The production of the final paper was the
only expense and was minimal. Therefore, this investigation was completed without any
extra expenditure.
Summary
This investigation was conducted to examine the multicultural aspects of the
illustrations in Caldecott winner and Honor books representing the years 1975-2004.
Illustrations appearing in a total of 99 books were analyzed during this study.
The researcher used note card tally sheets and a chart to identify the multicultural
components of the illustrations. Once a judgment was made, a list of all books with
illustrations deemed multicultural was compiled. This investigation took five months to
complete, and there were no undue expenditures for the project.
31
CHAPTER IV. RESULTS AND DISCUSSION
The data collected for this research project concerned all Caldecott Medal and
Honor books from 1975 to 2004. Each book was read, and an analysis of the illustrations
was conducted. All illustrated characters were counted in each book. If a character
appeared in more than one illustration, that character was counted only once. After all
characters were counted, a tally was made of the different individuals depicted in the
book. Another tally noted the frequency with which characters demonstrating the
designated physical traits appeared. Note cards were used to record this information. (See
Appendix C for an example.) This chapter presents both the study results and relevant
discussion.
Non Human Characters
Only 17 percent of all the books analyzed lacked human characters; hence,
the researcher did not consider these books as having multicultural characteristics, and
they were eliminated from the study. Of the 20 books without human characters, only
three, or about 15 percent, were Medal winners.
Human Characters
Human characters were found in the illustrations of 99 books. Of those, 27 were
Caldecott Medal winners and 72 were Honor books. Books containing human characters
made up the majority of the award-winning books.
Race
African American adult characters were found in the illustrations of twenty-six
books, children in twenty-one, and elderly characters in five, or in a total of thirty-one
books. Of those thirty one, eight were Caldecott Medal winners. The African American
32
population represents 12.3% of the population (U.S. Census Bureau, 2000). In the
Caldecott books studied, they are represented in 31% of the books. This exceeds their
representation in the general population.
Asian characters were represented in ten books as adults and in nine books as
children. Asian Americans make up 3.6% of the United States Population (U.S. Census
Bureau, 2000). 12% of the Caldecott books in this study contained Asian characters,
which, again, is higher than the percent of the United States population that is considered
Asian. Characters of Asian descent appear in fewer books than do African Americans,
but they have considerable representation. Some of the books containing Asian characters
had many other types of characters as well, while other books had only Asian characters.
Hispanic characters were found in the illustrations of one book, and then only on
two pages. The Hispanic population represents 12.5% of the total United States
population (U.S. Census Bureau, 2000). In the Caldecott Medal and Honor books they
are found in .01% of the books analyzed for this study.
Native American characters were found in the illustrations of eight books, two of
which were Caldecott Medal books. Persons of Native American descent make up 0.9%
of the population (U.S. Census Bureau, 2000). They are represented in .08% of the
Caldecott books studied, which is slightly less than the percentage of Native Americans
in the United States population at large. All of the books except one contained only
Native Americans as characters.
African characters were represented in eight Caldecott Medal and Honor books,
four Medal-winning books and four Honor books. The U.S. Census does not have a
category for those of strictly African descent. The books examined contained people in
33
Africa of African descent such as the characters in the book Ashanti to Zulu: African
Traditions, (1977) retold by Verna Aardema and illustrations by Leo and Diane Dillon. In
this particular book each letter of the alphabet represented a different tribe in Africa or
African traditions and customs. All eight books contained just African characters.
The largest grouping of books contained white characters, which were found in
the illustrations of seventy-one of the ninety-nine books analyzed. Of those seventy-one,
twenty were Caldecott Medal winners. Persons considered to be white comprise 75.1% of
the United States population (U.S. Census Bureau, 2000). 71% of the Caldecott books
from 1974 to 2004 have white characters, which is less than the percentage present in the
United States population. Some of these books contained only one character, while other
books contained a multitude. Also some books contained only white characters while
others included characters of other races.
Only one book contained biracial characters. In the United States, 2.4% of the
population is said to be of a background that combines two or more races (U.S. Census
Bureau, 2000). One book containing biracial characters is less than 1% of the 99 books
analyzed. The book in question, A Child’s Calendar (1999) by John Updike, illustrated
by Trina Schart Hyman, contained only two such characters. Another book contained
Armenian characters, and one contained characters of Caribbean descent. The researcher
was able to determine the races of these characters by using the text. Both of these are
considered other races by the Census Bureau, and these races make up 5.5% of the total
United States population (U.S. Census Bureau, 2000). (See Appendix D for charts and
graphical representations.) Table 1 summarizes the number of books in each age and race
category.
34
Table I
Race and Age Representation in Caldecott Books, 1974 - 2004
________________________________________________________________________
Race
Adult
Child
Elderly
African American
26
21
5
Asian
10
9
0
Hispanic
1
0
0
Native American
7
8
3
African
7
7
4
White
63
50
28
Armenian
1
0
1
Biracial
0
1
0
Caribbean
1
1
0
Age
Adult characters were found more often than children in the group of books
examined n this study. Also, children were depicted more often than elderly characters. in
Elderly persons were note depicted across all racial categories. With the exception of
Hispanic, children representing the primary racial categories were depicted in the group
of books studied.
Assistive Devices
Of the assistive devices found in the illustrations of these books, most were eye
glasses. However, in Harlem (1997) by Walter Dean Myers, illustrations by Christopher
35
Myers, a character was depicted with a cane, while in Officer Buckle and Gloria (1995)
by Peggy Rathman, a girl used a wheelchair. Of these two books, one was an Honor book
and one was a Caldecott Medal winner. The characters depicted with assistive devices
were primarily white males; however, they were appeared across age groups.
Discussion
The Hispanic race is represented in only one book of the ninety-nine analyzed,
which is less than one percent. In the United States, the Hispanic population is the fastest
growing minority group (U.S. Census Bureau, 2003) and, therefore, is underrepresented
in the Caldecott Medal and Honor books. The absence of Hispanic characters indicates a
need for a deeper look at why Caldecott books do not include this racial group.
Asian and African characters appeared more frequently than anticipated. Based on
population figures, both Asian and African American characters are adequately
represented in the Caldecott and Honor books between the years 1975 and 2004. Native
Americans have their place in this group as well, but are slightly underrepresented.
The results of this study indicate that the dominant race in the illustrations of
Caldecott books is still White. Whites are present in 71.1% of the books examined,
though their actual population percentage is slightly higher. As the United States
continues to become more racially diverse, the under-representation of some other races
seems to be an oversight. Ideally, the Caldecott and Honor books should more accurately
reflect the composition of American society. Also, the lack of portrayal of persons who
use assistive devices is a problem that needs to be corrected. The section of the
population that uses these devices has been over looked.
36
CHAPTER V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
Caldecott Medal and Honor books are picture books viewed by children who
sometimes are unable to read the words; therefore, they “read the pictures.” These 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). This study examined 119 Caldecott
and Honor books spanning the last 30 years, for the purpose of determining the
multicultural nature of their illustrations, which were an essential part of each text.
Using the definition for “multicultural” established at the onset of this study, the
researcher concluded that, while the Caldecott and Honor books as a whole may be
considered multicultural, at least one group, Hispanics, is underrepresented. Over the last
thirty years, the Caldecott and Honor books have included Hispanic characters in only
one book. Illustrations in the remaining Caldecott books included White, African
American, African, Native American, Hebrew, Armenian, biracial, South American, and
Caribbean individuals.
Some Caldecott Medal and Honor books did not include human characters and
those books were not included in the study. Some that contained human characters also
contained non-human characters. Those included angels, goblins, ghosts, and other
fantasy figures. These were excluded from analysis.
A clear majority of the Caldecott Medal and Honor books, seventy-one of ninetynine, contain white characters; they appear in more than half of the books that have
received the Caldecott Medal or Honor Award in the last thirty years. Twenty of those
books are Caldecott Medal winning books.
37
The representation of African American characters in the Caldecott and Honor
books is higher than expected by the researcher. African American characters are found
in 31% of all Caldecott and Honor books over the last thirty years. Also, Native
American and Asian characters occur more often than anticipated. Asian characters
appear in 12%, while Native Americans appear in .08% of the books. The data derived
from this study shows, however, that often only one racial character or group, i.e. Native
American or Asian, is pictured in a book. In other words, these characters are not
represented interacting with characters of other races.
There were more adults portrayed in the Caldecott and Honor books than
children. Children and adults are often depicted interacting in the illustrations, but
sometimes only adults appear in the illustrations, as in Hey, Al, written and illustrated by
Richard Egielski (1986). Since these books are picture books and are geared toward
children, they should show more children.
In addition, assistive devices were taken into consideration during this study, and
few books depicted characters with these apparatuses. Most of the assistive devices found
were in the form of eye glasses. Otherwise, only one child was depicted in a wheelchair,
and one elderly man was shown with a cane. Of all the books analyzed, nineteen
contained characters with assistive devices.
Conclusions
More research should be conducted on whether the Caldecott and Honor-winning
books are truly multicultural. These books should be analyzed as to how they portray
characters of a multicultural nature. Also, the Caldecott and Honor books could be
investigated to look at the percentage of males and females of each race included in the
38
illustrations. This researcher determined that many of the books have multicultural
characters, but did not compare the numbers of multicultural characters to the number of
white characters. The researcher did not compare the exact number of characters in each
book with those in others. An analysis of this sort could reveal that some books might not
be multicultural since they may include only one non-mainstream character in a book that
is otherwise populated with Whites. The African American and Asian races are
adequately portrayed in the Caldecott and Honor books according to both the results of
this study and the population percentages available from the U.S. Census Bureau. (U.S.
Census Bureau, 2000) People from Hispanic or Native American backgrounds are not.
The lack of adequate representation of the Hispanic race is an important finding in
this study. This is an oversight that must be addressed. As Louis Kincannon, the Census
Bureau Director verifies, “The Hispanic community is the nation’s largest minority
community” (U.S. Census Bureau, 2005). Also, they are a growing community with
representation all over the United Sates. Dougherty and Engel (1987) observe that since
the books that receive the Caldecott Medal and Honors are visible and selected often,
they may have a stronger influence on children than other picture books. It is precisely
because they are highly visible and used frequently that they should represent all cultures.
As a group, Caldecott Medal and Honor books can be considered visually
multicultural according this research. Of the books examined in this study, 31% had
African American characters, 12% contained Asian characters, and there was some
representation of the Native American race. Also, characters of African descent were
included.
39
Recommendations
Parents
Parents should take into consideration what their children are reading. If a child
asks about why the characters in a book are not like him or herself, it is the parents’
responsibility to find books that do represent children of similar race or circumstances.
With the exception of the Hispanic race, most cultures races are represented in the
Caldecott books, though in varying numbers. These books can be a good resource for
parents and provide information about other cultures as well. If a parent wishes to locate
books that depict children like their own, the library and the child’s teacher are both good
resources to access. While the Caldecott books and Honor books are beautifully
illustrated and tell wonderful stories, they should not be used as the only books to reach
children.
Teachers
Teachers need to take into consideration each individual child in their classes.
Classrooms can be representative of many different cultures and races, and a teacher
needs to provide for all of the children in his or her room. Brown (2001) sees a need for
the integration of multicultural literature in school classrooms. She believes that using the
Caldecott and Honor books can accomplish this. 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.
This research provided a glimpse of the Caldecott and Honor books and their
illustrations’ multicultural aspects. They are representative of many races, but leave out a
sizeable portion of the U. S. population: Hispanics. As a teacher, using the Caldecott
40
books is a wonderful way to enhance the curriculum, but they should not be the only
books used for exposing children in the classroom to multiculturalism. Teachers should
use supplemental literature in addition to Caldecott books that are not representative of
some racial groups, and use Caldecott books as supplements when there is a lack of good
multicultural literature available. Brown (2001), in speaking of the Caldecott winners and
honor books, observes, “Not only do these works address universal issues, but also they
show different ethnic groups and cultures working through these concerns” (p. 63).
Libraries
Both school and public libraries cater to many diverse populations. When
selecting books, this should be taken into consideration. Librarians can use the Caldecott
books as a multicultural resource and supplement with others where needed. Also,
librarians can teach parents and teachers how to capitalize on the multicultural aspects of
the Caldecott books. Librarians can educate teachers and parents regarding whom
Caldecott and Honor books incorporate diversity and can instruct them on how to choose
appropriate books that will appeal to the children they want to reach.
Future Research
Future research should be conducted on the Caldecott and Honor books and their
multicultural nature. Since this study did not take into account gender percentages in
these books, it is recommended that this be done. Percentages can be calculated regarding
exact numbers of characters representing multicultural traits. Each book contained from
one to hundreds of characters, and more research could be conducted on what types of
characters they were and how many were contained in each book. When the percentages
are taken into account, some books thought to be multicultural may well not be, since
41
they should be representative of the total U. S. population. During this investigation,
many Caldecott books were found to be multicultural since, for most races, the percent of
diverse characters they include is equal to or higher than that found in the United States
population at large. This research did not, however, take into account the number of
characters representing each race and, therefore, more research is needed on that topic
The researcher believes there should also be research into why the Hispanic
population is included very minimally in books representing the last thirty years of the
Caldecott award. The Hispanic culture is becoming more dominant and those children, as
all do, need to see themselves in these books. At present, no children of Hispanic descent
appear in the books examined.
Researchers might also determine whether racial stereotyping exists in the
illustrations of Caldecott books, conducting a careful analysis of the way characters are
visually portrayed. The results might be reassuring or revealing, depending on how
people of non-mainstream cultures are represented in this influential set of books.
Finally, research could be conducted regarding the difference between numbers of males
and females in the Caldecott books, as well as how they are portrayed
The Caldecott Medal winner and Honor books are heralded each year. As time
progresses and our society continuously changes, so, inevitably, will the illustrations in
these texts. Meanwhile, teachers, parents, and librarians need to be cognizant of the
visuals in all books, especially those as prominent as the Caldecotts. Ideally, children
should be able to see themselves frequently and accurately rendered in texts of all types-particularly those in which illustrations play a central role in communicating information.
While the Caldecott Medal and Honor books appear to be well on their way to fairly
42
representing the unique fabric of the U. S. population, there is still room for
improvement.
43
References
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Bishop, K. (2003). Making multicultural literature meaningful. Knowledge Quest, 32(1),
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Cai, M. (1998). Multiple definitions of multicultural literature: Is the debate just ivory
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47
Appendix A
Montgomery’s List of Self-Assessment Questions
48
Montgomery’s List of Self Assessment Questions
1. What is my definition of diversity?
2. Do the children in my classroom and school come from diverse cultural
backgrounds?
3. What are my perceptions of students from different racial or ethnic groups? With
language or dialects different form mine? With special needs?
4. What are the sources of these perceptions (e.g., friends, relatives, television, movies)?
5. How do I respond to my students, based on my perceptions?
6. Have I experienced others’ making assumptions about me based on my
membership in a specific group? How did I feel?
7. What steps do I need to take to learn about the students from diverse backgrounds
in my school or classroom?
8. How often do social relationships develop among students from different racial or
ethnic backgrounds in my classroom and in the school? What is the nature of
these relationships?
9. In what ways do I make my instructional program responsive to the needs of the
diverse groups in my classroom?
10. What kinds of information, skills, and resources, do I need to acquire to
effectively teach from a multicultural perspective?
11. What kinds of information, skills, and resources do I need to acquire effectively
teach from a multicultural perspective?
12. In what ways do I collaborate with other educators, family members, and
community groups to address the needs of all my students? (Montgomery, 2001 p. 4)
49
Appendix B
Book List with Coding
50
Caldecott Medal and Honor Books
Year
Title, Author, Illustrator
1975
Arrow to the Sun, by Gerald McDermott
Jambo Means Hello: A Swahili Alphabet Book, by
Muriel Feelings, ill. Tom Feelings
Why Mosquitoes Buzz in People’s Ears, retold by Verna
Aardema, ill. Leo & Diane Dillon
The Desert is Theirs, by Byrd Baylor, ill. Peter Parnell
Strega Nona, by Tomie de Paola
Ashanti to Zulu: African Traditions, retold by Verna
Aardema, ill. Leo and Diane Dillon
The Amazing Bone, by William Steig
The Contest, retold by and ill. Nonny Hogrogian
Fish for Supper, by M. B. Goffstein
The Golem: A Jewish Legend, by Beverly Brodsky
McDermott
Hawk, I’m Your Brother, by Byrd Baylor, ill. Peter
Parnell
Noah’s Ark, by Peter Spier
Castle, by David Macaulay
It Could Always Be Worse, retold and ill. by Margo
Zemach
The Girl Who Loved Wild Horses, by Paul Goble
Freight Train, by Donald Crews
The Way to Start a Day, by Byrd Baylor, ill. Peter
Parnell
Ox-Cart Man, by Donald Hall, ill. Barbara Cooney
Ben’s Trumpet, by Rachel Isadora
The Garden of Abdul Gasazi, by Chris Van Allsberg
The Treasure by Uri Shulevitz
Fables, by Arnold Lobel
The Bremen-Town Musicians, retold and ill. by Ilse
Plume
The Grey Lady and the Strawberry Snatcher, by Molly
Bang
Mice Twice, by Joseph Low
Truck, by Donald Crews
Jumanji, by Chris Van Allsburg
Where the Buffaloes Begin, by Olaf Baker, ill. Stephen
Gammell
On Market Street. by Arnold Lobel, ill. Anita Lobel
Outside Over There, by Maurice Sendak
1976
1977
1978
1979
1980
1981
1982
Medal or
Honor
Book
Medal
Honor
Code
75C
75CH
Medal
76C
Honor
Honor
Medal
76CH1
76CH2
77C
Honor
Honor
Honor
Honor
77CH1
77CH2
77CH3
77CH4
Honor
77CH5
Medal
Honor
Honor
78C
78CH1
78CH2
Medal
Honor
Honor
79C
79CH1
79CH2
Medal
Honor
Honor
Honor
Medal
Honor
80C
80CH1
80CH2
80CH3
81C
81CH1
Honor
81CH2
Honor
Honor
Medal
Honor
81CH3
81CH4
82C
82CH1
Honor
Honor
82CH2
82CH3
51
1983
1984
1985
1986
1987
1988
1989
1990
A Visit to William Blake’s Inn: Poems for Innocent and
Experienced Travelers, by Nancy Willard, ill. Alice
&Martin Provensen
Shadow original text in French by Blaise Cendrars,
translated and ill. by Marcia Brown
A Chair for My Mother, by Vera B. Willimas
When I Was Young in the Mountains, by Cynthia Rylant,
ill. Diane Goode
The Glorious Flight: Across the Channel with Louis
Bleriot, by Alice and Martin Provensen
Little Red Riding Hood, retold and ill. by Trina Schart
Hymann
Ten, Nine, Eight, by Molly Bang
Saint George and the Dragon, retold by Margaret
Hodges, ill. Trina Schart Hymann
Hansel and Gretel, retold by Rika Lesser, ill. Paul O.
Zelinsky
Have You Seen My Duckling? By Nancy Tafuri
The Story of Jumping Mouse: A Native American
Legend, retold and ill. by John Steptoe
The Polar Express, by Chris Van Allsburg
The Relatives Came, by Cynthia Rylant, ill. Stephan
Gammell
King Bidgood’s in the Bathtub, by Audrey Wood, ill.
Don Wood
Hey, Al, by Arthur Yorinks, ill. Richard Egielski
The Village of Round and Square Houses, by Ann
Grifalconi
Alphabatics, by Suse MacDonald
Rumpelstiltskin, by Paul O. Zelinsky
Owl Moon, by Jane Yolen, ill. John Schoenherr
Mufaro’s Beautiful Daughters: An African Tale, by John
Steptoe
Song and Dance Man, by Karen Ackerman, ill. Stephan
Gammell
The Boy of the Three-Year Nap, by Diane Snyder, ill.
Allen Say
Free Fall, by David Wiesner
Goldilocks and the Three Bears, by James Marshall
Mirandy and Brother Wind, by Patricia C. McKissack,
ill. Jerry Pinkney
Lon Po Po: A Red-Riding Hood Story from China, by Ed
Young
Bill Peet: An Autobiography, by Bill Peet
Color Zoo, by Lois Ehlert
Honor
82CH4
Medal
83C
Honor
Honor
83CH1
83CH2
Medal
84C
Honor
84CH1
Honor
Medal
84CH2
85C
Honor
85CH1
Honor
Honor
85CH2
85CH3
Medal
Honor
86C
86CH1
Honor
86CH2
Medal
Honor
87C
87CH1
Honor
Honor
Honor
Honor
87CH2
87CH3
88C
88CH
Medal
89C
Honor
89CH1
Honor
Honor
Honor
89CH2
89CH3
89CH4
Medal
90C
Honor
Honor
90CH1
90CH2
52
1991
1992
1993
1994
1995
1996
1997
1998
The Talking Eggs: A Folktale form the American South,
by Robert D. San Souci, ill. Jerry Pinkney
Hershel and the Hanukkah Goblins, by Eric Kimmel, ill.
Trina Schart Hyman
Black and White, by David Maccaulay
Puss in Boots, by Charles Perrault, translated by
Malcolm Arthur, ill. Fred Marcellino
The Relatives Came, by Cynthia Rylant, ill. Stephen
Gammell
Tuesday, by David Wiesner
Tar Beach, by Faith Ringgold
Mirette on the High Wire, by Emily Arnold McCully
The Stinky Cheese Man and Other Fairly Stupid Tales,
by John Scieszka, ill. Lane Smith
Seven Blind Mice, by Ed Young
Working Cotton, by Sherley Anne Williams, ill. Carole
Byard
Grandfather’s Journey, text edited by Walter Lorraine,
ill. Allen Say
Peppe the Lamplighter, by Elisa Bartone, ill. Ted Lewin
In the Small, Small Pond, by Denise Fleming
Raven: A Trickster Tale form the Pacific Northwest, by
Gerald McDermott
Owen, by Kevin Henkes
Yo! Yes! edited by Richard Jackson, ill. Chris Raschka
Smoky Night, by Eve Bunting, ill. David Diaz
John Henry, by Julius Lester, ill. Jerry Pinkney
Swamp Angel, by Anne Issacs, ill. Paul O. Zelinsky
Time Flies, by Eric Rohmann
Officer Buckle and Gloria, by Peggy Rathmann
Alphabet City, by Stephen T. Johnson
Zin! Zin! Zin! A Violin, by Lloyd Moss, ill. Marjorie
Priceman
The Faithful Friend, by Rober D. San Souci, ill. Brian
Pinkney
Tops and Bottoms, adapted and ill. by Janet Stevens
Golem, by David Wisniewski
Hush! A Thai Lullaby, by Minfong Ho, ill. Holly Meade
The Graphic Alphabet, by David Pelletier
The Paperboy, by Dav Pilkey
Starry Messenger, by Peter Sis
Rapunzel, by Paul O. Zelinsky
The Gardener, by Sarah Stewart, ill. David Small
Harlem, by Walter Dean Myers, ill. Christopher Myers
There Was An Old Lady Who Swallowed a Fly, by
Honor
90CH3
Honor
90CH4
Medal
Honor
91C
91CH1
Honor
91CH2
Medal
Honor
Medal
Honor
92C
92CH
93C
93CH1
Honor
Honor
93CH2
93CH3
Medal
94C
Honor
Honor
Honor
94CH1
94CH2
94CH3
Honor
Honor
Medal
Honor
Honor
Honor
Medal
Honor
Honor
94CH4
94CH5
95C
95CH1
95CH2
95CH3
96C
96CH1
96CH2
Honor
96CH3
Honor
Medal
Honor
Honor
Honor
Honor
Medal
Honor
Honor
Honor
96CH4
97C
97CH1
97CH2
97CH3
97CH4
98C
98CH1
98CH2
98CH3
53
1999
2000
2001
2002
2003
2004
Simms Taback
Snowflake Bentley, by Jacqueline Briggs Martin, ill.
Mary Azarian
Duke Ellington: The Piano Prince and the Orchestra, by
Andrea Davis Pinkney, ill. Brian Pinkney
No, David! By David Shannon
Snow, by Uri Shulevitz
Tibet Through the Red Box, by Peter Sis
Joseph Had a Little Overcoat, by Simms Taback
A Child’s Calendar, by John Updike, ill. Trina Schart
Hymann
Sector 7, by David Wiesner
When Sophie Gets Angry- Really, Really, Angry, by
Molly Bang
The Ugly Duckling, by Hans Christian Anderson,
adapted by Jerry Pinkney, ill. Jerry Pinkney
So You Want to Be President? by Judith St. George, ill.
David Small
Casey at the Bat, by Ernest Thayer, ill. Christopher Bing
Click, Clack, Moo: Cows that Type, by Doreen Cronin,
ill. Betsy Lewin
Olivia, by Ian Falconer
The Three Pigs, by David Wiesner
The Dinosaurs of Waterhouse Hawkins, by Barbara
Kerley, ill. Brian Selznick
Martin’s Big Words: The Life of Dr. Martin Luther King,
Jr., by Doreen Rappaport, ill. Bryan Collier
The Stray Dog, by Marc Simont
My Friend Rabbit, by Eric Rohmann
The Spider and the Fly, by Mary Howitt, ill. Tony
DiTerlizzi
Hondo & Fabian, by Peter McCarty
Noah’s Ark, by Jerry Pinkney
The Man Who Walked Between the Towers, by Mordicai
Gerstein
Ella Sarah Gets Dressed, by Margaret Chodos-Irvine
What Do You Do with a Tail Like This? By Steve Jenkins
Don’t Let the Pigeon Drive the Bus, by Mo Willems
Medal
99C
Honor
99CH1
Honor
Honor
Honor
Medal
Honor
99CH2
99CH3
99CH4
00C
00CH1
Honor
Honor
00CH2
00CH3
Honor
00CH4
Medal
01C
Honor
Honor
01CH1
01CH2
Honor
Medal
Honor
01CH3
02C
02CH1
Honor
02CH2
Honor
Honor
Honor
02CH3
03C
03CH1
Honor
Honor
Medal
03CH2
03CH3
04C
Honor
Honor
Honor
04CH1
04CH2
04CH3
Appendix C
Note Card Example
55
Illustrator’s Last Name, First Name
Author’s Name (First and Last)
A * was placed at the beginning of the title if a Caldecott Medal winning book, nothing if
an Honor book—Name of the book, Code Example: 98CH2.
Names of other books by the same illustrator, followed by the author if different
Race:
Gender:
Tally:
Total:
Wh
girl
/
1
Wh
boys
////
4
Wh
men
//////////
10
AA
men
///
3
The researcher used abbreviations on the note cards to indicate race. On each note card
gender was tallied as well, but the researcher did not use this category in the calculations
of the study.
If a card had more than one book, each grouping had the title above the tally column.
Also, sometimes the writing and tally marks had to continue on the back of a card.
Occasionally, the researcher wrote notes on the cards to help identify characters.
56
Appendix D
Charts and Graphs
57
CALDECOTT MEDAL AND HONOR BOOKS IN YEAR ORDER
African
American
Asian
Adult
Children
Elderly
80CH1,
80CH1,
80CH1,
81CH2,
81CH2,
81CH1,
83CH1,
83CH1,
89CH4,
84CH2,
84CH2, 86C,
90CH3,
90CH3, 91C,
89CH4,
92CH,
92CH, 93C,
90CH3,
93CH3, 94C,
91CH2,
95C, 95CH1,
92CH,
95CH2, 96,
93CH3,
C, 96CH2,
94CH5, 95C,
98CH1,
95CH1, 96C,
98CH2,
97CH3,
99CH1,
98CH1,
00CH1,
98CH2,
00CH2, 01C,
99CH1,
01CH1,
02CH2,
02CH2,
02CH3,
02CH3, 04C
04CH1
79,CH2,
81CH2,
81CH2,
89CH1, 90C,
89CH1, 90C,
91CH2, 94C,
91CH2, 94C,
94CH2, 96C,
96CH2,
97CH1,
97CH1,
99CH4
98CH1,
99CH4
Hispanic
79CH2
Native
75C, 76CH1,
75C, 76CH1,
75C, 77CH5,
79C, 79CH2,
77CH5, 79C,
82CH1
82CH1,
79CH2,
94CH3,
82CH1,
American
58
95CH2
94CH3,
95CH2
African
75CH1, 76C,
75C, 77C,
75CH1, 77C,
77C, 79CH2,
83C, 87CH1,
87CH1, 88CH
83C, 87CH1,
88CH
88CH
White
76CH2,
76CH2,
76CH2,
77CH4, 78C,
78CH2, 80C,
77CH3, 78C,
78CH1,
80CH2,
78CH2, 80C,
78CH2, 80C,
82CH2,
80CH3,
80CH1,
82CH3,
82CH2,
80CH2,
82CH4,
83CH1,
80CH3,
83CH1,
83CH2,
81CH1, 82C,
83CH2, 84C,
84CH1,
82CH2,
85C, 85CH1,
85CH1,
82CH3,
86C, 86CH1,
86CH1, 89C,
82CH4,
86CH2,
90CH4, 92C,
83CH1,
87CH3, 88C,
94CH1,
83CH2, 84C,
89C, 89CH2,
96CH2, 97C,
84CH1, 85C,
89CH3,
97CH4,
85CH1, 86C,
90CH1,
98CH1,
86CH1,
90CH4, 91C,
98CH3, 99C,
86CH2, 87C,
91CH1,
00CH4, 01C,
87CH3, 88C,
91CH2,
01CH2,
89CH2,
93C, 93CH1,
02CH1,
89CH3,
94CH1,
02CH3,
90CH1,
94CH5,
03CH3
90CH4, 91C,
95CH2, 96C,
91CH1,
97CH3,
91CH2, 92C,
97CH4, 98C,
93C, 93CH1,
98CH1, 99C,
94C, 94CH1,
99CH2,
95CH1,
99CH3,
95CH2, 96C,
99CH4, 00C,
96CH2,
00CH1,
59
97CH3,
00CH2,
97CH4,
00CH3,
98CH1, 98C,
00CH4, 01C,
99C, 99CH2,
02CH1,
99CH3,
02CH3,
99CH4, 00C,
03CH2,
00CH1,
04CH1
00CH2,
00CH3,
00CH4, 01C,
01CH,
02CH1,
02CH3,
03CH3, 04C,
04CH1,
04CH3
Assistive
Devices
82CH2,
82C, 86C,
77CH3,
83CH1,
96C, 00CH1,
82CH2,
90CH1,
01C
83CH2, 92C,
96CH2,
94C, 98CH1,
98CH1,
01CH1
98CH2,
99CH1,
99CH4,
00CH1, 01C
Armenian
77CH2
00CH1
Biracial
Caribbean
77CH2
96CH3
96CH3
60
70
60
50
40
Adult
Child
Elderly
30
20
10
0
African
American
Asian
Hispanic
Native
American
African
White
Armenian
Biracial
Caribbean
Age & Race Representation in Caldecott Illustrations, 1974 - 2004
61
70
60
50
African American
Asian
Hispanic
Native American
African
White
Armenian
Biracial
Caribbean
40
30
20
10
0
Adult
Child
Elderly
Age and Race Representation in the Caldecott and Honor Books
62
Caldecott Medals and Honors by Medal and Honor Books
60
50
40
African American
Asian
Hispanic
Native American
African
White
Armenian
Biracial
Caribbean
30
20
10
0
Caldecott Medals
Honor Books
Race Representation in Caldecott Illustrations, 1974 - 2004
63
60
50
40
Caldecott Medals
30
Honor Books
20
10
0
African
American
Asian
Hispanic
Native
American
African
White
Armenian
Biracial
Caldecott and Honor Books by Race
Caribbean