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Resources / Publications / Young Children / May 2016 / Reading Your Way to a Culturally Responsive
Classroom

SHANNON B. WANLESS, PATRICIA A. CRAWFORD

F o u r – y e a r – o l d Y a s m i n , w h o i s B l a c k , w a l k s i n t o t h e d r a m a t i c
p l a y a r e a , e n j o y i n g t h e s o u n d o f t h e b e a d s i n h e r b r a i d s
c l i c k i n g t o t h e r h y t h m o f h e r s t e p s . H e r t e a c h e r , M s . C i n d y ,
w h o i s W h i t e , a n d h e r f r i e n d A l e x i s , w h o i s B l a c k , a r e s i t t i n g
o n t h e f l o o r , t a l k i n g a n d b r a i d i n g t h e d o l l s ’ h a i r . M s . C i n d y
a n d A l e x i s t a k e t u r n s c h o o s i n g b e a d s t o p u t i n t h e d o l l s ’
b r a i d s .

R e c o g n i z i n g t h i s f a m i l i a r s c e n a r i o , Y a s m i n p i c k s u p a d o l l
a n d d e c l a r e s , “ I ’ m A u n t i e D o r e e n . ” S h e s i t s d o w n t o j o i n t h e
p l a y . T h i n k i n g a b o u t h o w c a r e f u l l y h e r m o t h e r b r u s h e s h e r
h a i r , Y a s m i n p i c k s u p a p l a s t i c b a n a n a a n d t e l l s a n o t h e r c h i l d ,
“ M y b a b y l i k e s t h i s b r u s h b e c a u s e i t i s t h e s o f t e s t . ”

L a t e r , M s . C i n d y r e a d s a l o u d I L o v e M y H a i r ( T a r p l e y 2 0 0 1 )
a n d t a l k s w i t h t h e c h i l d r e n a b o u t t h e t h i n g s a d u l t s d o t o h e l p
c h i l d r e n t a k e c a r e o f t h e i r h a i r . C h i l d r e n s h a r e t h e i r
e x p e r i e n c e s : “ M y m o t h e r w a s h e s m y h a i r e v e r y n i g h t a n d d r i e s
i t w i t h t h e l i t t l e b l u e t o w e l , ” s a y s T a t i a n a ; “ I s i t o n a c h a i r i n
t h e b a c k y a r d w h i l e m y g r a n d p a s h a v e s m y h e a d , ” s t a t e s
D e l a v a n . M s . C i n d y r e i t e r a t e s t h a t c h i l d r e n h a v e d i f f e r e n t
t y p e s o f h a i r a n d t h e r e a r e d i f f e r e n t w a y s a d u l t s c a r e f o r

Reading Your Way to a Culturally Responsive
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c h i l d r e n ’ s h a i r , b u t t h e s e a c t i o n s a l l s h o w l o v e . S h e a s k s t h e
c h i l d r e n w h e t h e r t h e y h a v e n o t i c e d t h a t d i f f e r e n c e s i n t h e i r
h a i r a r e r e l a t e d t o d i f f e r e n c e s i n t h e i r r a c e s a n d e t h n i c i t i e s .

Showing children that we see and value all aspects of them—including attributes related
to race and culture—is a critical step in helping them feel welcome and connected to their
teachers and peers. In the preschool classroom in the vignette, Yasmin sees others
engaging happily in a familiar routine that is part of her family life. When her teacher
intentionally participates in this play and follows up with a book about it, she is sending
the message to Yasmin and her peers that this classroom is a place where all children—no
matter their culture or ethnicity—can feel comfortable being themselves. Yasmin not only
expresses aspects of her racial and cultural identity through her play, but she also takes
pride in sharing them with others. Moments like this help convey to Yasmin that she is
accepted in this classroom and can safely build a strong relationship with her teacher.
This feeling of trust is crucial because it sets the stage for Yasmin to engage freely in
exploration and learning.

Addressing race in early
education classrooms

Early childhood educators are well versed in the importance of building relationships
with children of diverse backgrounds, but many try to do so using a color-blind approach
—that is, they do not directly talk about race or race-related experiences (Husband 2012).
This approach, although not intended to be harmful, may send the negative message to
children of color that their teachers do not recognize or feel comfortable acknowledging a
salient and influential part of their identity: their race. Researchers and practitioners are
still figuring out how best to address race so young children can develop their own
positive racial identity, build relationships across races, and recognize and stand up to
race-related injustices. There are a number of ways early childhood educators can
approach race in the classroom. We refer to these practices as race-related teaching
practices (RRTPs). In this article we begin to address the need for these practices by
offering categories for thinking about RRTPs and suggesting ways teachers can use
children’s literature to welcome related conversations.

Children’s literature offers an engaging vehicle for generating these conversations, as
depicted in the opening vignette. We see these discussions about race in relation to
children’s books as part of a larger effort to revise conceptualization of high-quality early

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childhood education to include teaching practices that intentionally address race. As
Ladson-Billings (1995) stated, addressing race in our teaching practices “challenge[s] us
to reconsider what we mean by ‘good’ teaching” (163).

Children see race, and so should
we

Children’s ideas about their own race and others’ races are forming in early childhood,
regardless of whether the topic of race is directly addressed, completely ignored, or
actively suppressed in their classrooms (Derman-Sparks & Edwards 2010). Each
approach sends a message, intentional or not, about how children should think about and
understand racial differences at a time in their lives when they are beginning to notice
and respond to race. Children as young as 3 months are aware of racial differences, and
by the time they are preschoolers, they make choices, based on race, about with whom to
play and how (Katz & Kofkin 1997; Van Ausdale & Feagin 2001; Hirschfeld 2008;
Quintana & McKown 2008). In the absence of intentional teaching, children are left to
come to their own conclusions about how to think about their own race and others’ races.
Research suggests that the common practice of ignoring race in early childhood
classrooms is not satisfactory and that educators must take a more active, anti-bias
approach to addressing issues of culture and race if they are to enact positive change
(Derman-Sparks & Edwards 2010).

In the United States, the majority of early childhood teachers are White (Saluja, Early, &
Clifford 2002). Classrooms—and the educational materials chosen, like children’s books
—often reflect the values and beliefs prevalent in a traditional White ethos. When
educators do not notice this and do not attempt to counterbalance the primacy given to
White early childhood experiences, they miss opportunities to teach children that all
races should be valued. As a result, White children may subconsciously learn that their
race holds a privileged status compared to others, and non-White children may learn that
their race does not (Clark & Clark 1950; Van Ausdale & Feagin 2001). The good news is
that there are opportunities to teach children that we value all cultures and aim to be fair
to people of all races. By shifting classroom practices, early childhood educators can
positively impact children’s acceptance of their own race and others’ races.

Race-related teaching practices in
classrooms

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For adults working with young children, RRTPs may include helping children to develop
positive racial identity, the ability to build relationships across races, and the awareness
of race-related injustices and the inclination to take action to stop them (Durden,
Escalante, & Blitch 2015).

We propose thinking about three categories of RRTPs—color-blind, color-aware, and
social justice approaches. As mentioned earlier, the color-blind approach is a common
but ineffective and potentially harmful method in which adults do not directly talk about
race with children, yet the absence of an intentional message about race sends a powerful
message in itself. Children are left to develop their own understandings about race, and if
they ask questions, they may be met with adults declining to talk about race at school.

An improvement on the color-blind approach is a color-aware approach. To be color
aware is to intentionally teach children about race and tell them that we see and value
their race because it is an important part of who they are. Adults in color-aware
classrooms bring up race in direct and positive ways, take advantage of teachable
moments, and respond to children’s race-related questions and interactions with books
and activities to advance the conversation.

One step beyond color awareness is a social justice approach to teaching about race. This
RRTP is considered ideal because it empowers children to play a role in acting against
discrimination. Teachers using this approach to help children learn how to actively
recognize and act on race-related injustices. Taking a social justice approach means
seeking out teachable moments that specifically have to do with unfairness or
discrimination, such as suggesting children write a letter to a company that makes “flesh-
colored” bandages to let them know that their products do not match all skin tones and to
propose that the name or the colors should be changed.

Ultimately, educators can look for opportunities to infuse all aspects of children’s
learning with color awareness and social justice connections. Although addressing all
aspects of classroom practice is ideal, teachers who are new to RRTPs may find it easiest
to begin with children’s literature, an accessible medium for early childhood educators.

Racially relevant children’s
literature

Children’s literature has enormous potential for helping children develop positive racial
identity. In 1965, Nancy Larrick wrote passionately about the “all-White world of
children’s books,” noting that the body of children’s literature overwhelmingly featured

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characters who were White and that the books were aimed at a White readership. Some
50 years later, children’s book author Walter Dean Myers (2014) posed a question in
the New York Times:“Where are the people of color in children’s books?” The question
remains a sound one. Many scholars have examined the topic of diversity in children’s
literature, noting that the majority of publications continue to portray a homogeneous,
White, middle-class existence as the norm (Horning, Lindgren, & Schleisman 2013; Boyd,
Causey, & Galda 2015). These portrayals are not consistent with the lives of many
children and their families.

Books can be mirrors in which children see and savor images and representations similar
to their own lives and experiences. They can also be windows that enable young readers
to gain new cultural perspectives by peering into others’ worlds (Bishop 1990; Botelho &
Rudman 2009). Teachers and other caring adults can make the most of these mirrors and
windows by selecting literature that represents the diverse experiences of children and
using it effectively to develop culturally responsive classrooms that promote color
awareness and social justice (Paley 1998; Laminack & Wadsworth 2012). (See “Tips for
Selecting Diverse Children’s .”) Note that although it is important to share,
explore, and learn about all cultures and races, in the limited space this article provides,
the authors focus on children’s literature that mainly highlights the African-American
experience.

Choosing high-quality, diverse
literature

Children need access to books that reflect their own race, culture, experiences, and
context. should include representations of different aspects of daily life within
a culture, with particular attention given to aspects of setting and racial relevance
(Yenika-Agbaw & Napoli 2011). Ezra Jack Keats, for example, was among the first picture
book creators to portray a cast of Black characters in an urban setting. More than a half
century later, children still enjoy reading The Snowy Day (Keats 1962), which follows
Peter, a young Black child, as he plays in the snow. The story is one that unites a child’s
sense of excitement with the warmth of family love—all situated in an urban setting.
Another example is Tap Tap Boom Boom (Bluemle 2014), which provides a lyrical look at
a rainstorm and the way it plays out in the streets of a diverse city. The rain sends
everyone ducking for cover, resulting in chance meetings and the beginning of new
relationships, including interracial ones. Readers might also seek poetry grounded in the
daily lives of Black children in varied settings, such as Thanks a Million by Nikki Grimes
(2006), Brothers & Sisters: Family Poems by Eloise Greenfield (2009), and Honey, I
Love, also by Greenfield (2002). (See “Selected Children’s With Racially
Diverse Characters and Themes,” for more suggestions.)

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It is important to look carefully at unique issues of racial relevance. Physical aspects, for
example, are addressed in Jabari Asim’s companion board books Whose Toes Are
Those? (2006) and Whose Knees Are These? (2006). These joyful, rhyming texts
celebrate Black and Brown bodies. Likewise, I Love My Hair by Natasha Tarpley
(2001), Big Hair, Don’t Care by Crystal Swain-Bates (2013), and Emi’s Curly, Coily,
Cotton Candy Hair by Tina Olajide (2014) reinforce the beauty of thick, curly hair more
typical of Black children.

Using literature as an entry point
to discussions about race

Books that provide readers with opportunities to see different aspects of themselves, their
communities, and the people they love can serve as material tools that affirm their sense
of racial identity (Bishop 1990; Yenika-Agbaw & Napoli 2011). Such books can serve as
springboards for teachable moments and meaningful conversations reflecting the
teacher’s color awareness and orientation toward thinking and acting from a social justice
perspective. It is important to remember, however, that no book can fully represent a
group or a complex issue. Rather, it is helpful to think in terms of text sets, or collections
of connected books, that address different perspectives on topics.

Consider the following scenarios—one in which a teacher uses a color-aware approach
and the other in which a teacher uses a social justice approach.

T a s h a c o m e s t o k i n d e r g a r t e n , e x c i t e d t o s h a r e n e w s t h a t h e r
b a b y b r o t h e r h a s b e e n b o r n . O t h e r c h i l d r e n w a n t t o s h a r e
s t o r i e s a b o u t w h a t h a p p e n e d w h e n t h e i r s i b l i n g s j o i n e d t h e i r
f a m i l i e s . M s . F r a n k l i n a s k s t h e c h i l d r e n t o d e s c r i b e w h a t
b a b i e s l o o k l i k e a n d t h e n r e a d s H a p p y i n O u r S k i n , b y F r a n
M a n u s h k i n ( 2 0 1 5 ) , a p o e t i c c e l e b r a t i o n o f d i f f e r e n t s k i n
t o n e s :

B o u q u e t s o f b a b i e s
s w e e t t o h o l d :
c o c o a b r o w n ,

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c i n n a m o n ,
a n d h o n e y g o l d .

G i n g e r – c o l o r e d b a b i e s ,
p e a c h e s a n d c r e a m , t o o —
s p l e n d i d s k i n f o r m e ,
s p l e n d i d s k i n f o r y o u !

T h e s e w o r d s p r o m p t t h e c h i l d r e n t o d e s c r i b e t h e i r o w n s k i n .
“ M y s k i n i s c i n n a m o n , ” o n e c h i l d o f f e r s . “ M i n e i s m o r e
c o c o a , ” s a y s a n o t h e r . M s . F r a n k l i n a f f i r m s t h e i r o b s e r v a t i o n s :
“ E a c h o f u s i s u n i q u e . W e a r e d i f f e r e n t i n l o t s o f w a y s ,
i n c l u d i n g o u r r a c e s . ” S h e t h e n t a k e s o u t m u l t i c u l t u r a l p a i n t
a n d g u i d e s t h e c h i l d r e n a s t h e y m i x c o l o r s t o m a t c h t h e i r o w n
s k i n .

In this snapshot, Ms. Franklin, using a color-aware approach, reads to the children from
high-quality literature that addresses concepts related to racial differences in a positive
manner. Second, she encourages them to respond to the text. Finally, she uses the
opportunity to extend children’s consideration of their racial identity by giving them the
time, materials, and pedagogical support to extend their learning through an appropriate
activity.

Let’s look at another example of effective use of RRTPs and children’s literature. Before
story time, a first grade teacher has planned ways to help the children think about
different aspects of the text, including issues related to race.

M r . H a r k i n s g a t h e r s t h e c h i l d r e n f o r a r e a d – a l o u d o f M r .
G e o r g e B a k e r b y A m y H e s t ( 2 0 0 7 ) , t h e s t o r y o f a f r i e n d s h i p
a c r o s s b o t h a g e a n d r a c e . I n t h e t e x t , y o u n g H a r r y i s
m e s m e r i z e d b y M r . G e o r g e B a k e r . A t a g e 1 0 0 , G e o r g e h a s
a c c o m p l i s h e d m a n y t h i n g s — h e i s a t a l e n t e d m u s i c i a n w i t h a
l o v i n g w i f e a n d a w a r m h o m e . Y e t h e h a s n e v e r l e a r n e d t o

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r e a d — a p r o b l e m t h a t h e i n d i c a t e s “ m u s t b e c o r r e c t e d . ” H a r r y
a n d G e o r g e a r e b o u n d t o g e t h e r i n t h e i r p u r s u i t o f l e a r n i n g —
H a r r y i n t h e f i r s t g r a d e a n d G e o r g e i n a d u l t e d u c a t i o n .

A f t e r w a r d , i n d i v i d u a l c h i l d r e n c o m m e n t o n d i f f e r e n t p a r t s o f
t h e s t o r y . O n e c h i l d m e n t i o n s h i s r e l a t i o n s h i p w i t h a n o l d e r
n e i g h b o r t o w h o m h e a n d h i s m o t h e r t a k e t r e a t s . A n o t h e r
s a y s , “ G e o r g e c o u l d r e a l l y p l a y ! ” H e t h e n s t a n d s a n d t a p s o u t
h i s o w n r h y t h m , j u s t a s M r . B a k e r d o e s i n t h e b o o k . “ I t ’ s t o o
b a d G e o r g e n e v e r l e a r n e d t o r e a d , b u t h e ’ s g o i n g t o n o w — e v e n
t h o u g h h e ’ s o l d , ” s a y s a n o t h e r . M r . H a r k i n s s m i l e s a n d s a y s
t h a t t h e y r e a l l y n o t i c e d a l o t . T h e n , h e a d d s , “ I t ’ s g r e a t t h a t
M r . B a k e r i s l e a r n i n g t o r e a d . H m m . . . I w o n d e r w h y h e
w a i t e d . D o e s a n y o n e h a v e t h o u g h t s o n w h y h e d i d n ’ t l e a r n t o
r e a d b e f o r e ? ”

Through his question, the teacher has opened up a social justice teaching moment. The
children can consider possible reasons why Mr. Baker did not learn to read. Could it have
been because he didn’t finish school? Was he doing other things, like working or helping
at home? Could it be that Mr. Baker was not welcomed at school? Did race play a part in
this? By introducing important issues that might not be readily apparent, teachers
provide children with opportunities to become critical readers who can move beyond the
text of a book to read between the lines. They can use a social justice lens to view and
discuss sensitive historical and current events.

Introducing RRTPs to colleagues
and families

As is the case for any new practice, it is always wise to first stop and reflect on the
perspectives of colleagues and other important adults in children’s lives. This is especially
necessary when teaching about race. Many of the strategies described here may not be
considered controversial, but some will. It may be useful to speak to other teachers about
what they feel is appropriate for the children you serve. If everyone is not on the same
page, consider beginning a book study group to talk about the role of RRTPs in early
childhood classrooms. In addition, you might engage families by asking if and how they

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talk about race at home. (“Examples of How to Use to Discuss Race,” p. 13,
may be helpful to families as well as teachers.) Many will be happy to hear that you are
starting this conversation at school, but some may have concerns.

As educators begin thinking more about RRTPs, the early childhood field will generate
more examples of using materials—children’s literature, the classroom environment, free
play scenarios, outdoor play, and other interactions and experiences—to bring the subject
of race into the classroom. Now is the time to begin this work to ensure that educators are
offering children guidance in this important aspect of their development.

Tips for Selecting Diverse
Children’s

• Base your selection on quality. Books should not just teach a lesson but
should have a good story, high-quality text, and engaging illustrations.

• Choose books that help children see themselves. Include books that
mirror different aspects of identity (e.g., race, setting, beliefs) of children
in the class, so that they can imagine themselves in the story.

• Choose books that help children expand their understanding of others
in this multicultural world. Include books that introduce children to new
people, places, and concepts that they may not yet have encountered.

• Look widely for texts. Be alert to new titles related to diversity. In
addition, the library can be a great source for out of print titles that
appeal to children and relate to urban issues and diversity.

• Use text sets. Expose children to different perspectives. These book
collections may be organized by theme or may feature the work of a highly
accomplished author or illustrator of color. Great picks for books by Black
writers and artists include those by Christopher Myers, Floyd Cooper,
Jacqueline Woodson, Ashley Bryan, Jerry Pinkney, Brian Pinkney, and
E.B. Lewis.

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Selected Children’s
With Racially Diverse Characters
and Themes

• Beautiful Moon (2014), by Tonya Bolden. Illus. by Eric Velasquez.

• Black Cat (1999), by Christopher Myers.

• Brothers & Sisters: Family Poems (2008), by Eloise Greenfield. Illus.
by Jan Spivey Gilchrist.

• Goggles (1969), by Ezra Jack Keats.

• Honey, I Love and Other Love Poems (2002), by Eloise Greenfield.
Illus. by Jan Spivey Gilchrist.

• The Hula-Hoopin’ Queen (2014), by Thelma Lynne Godin. Illus. by
Vanessa Brantley-Newton.

• Magic Trash (2015), by J.H. Shapiro. Illus. by Vanessa Brantley-
Newton.

• Subway (2008), by Anastasia Suen. Illus. by Karen Katz.

• Thanks a Million (2006), by Nikki Grimes. Illus. by Cozbi A. Cabrera.

• Those Shoes (2007), by Maribeth Boelts. Illus. by Noah Z. Jones.

Examples of How to Use
Children’s to Discuss
Race

Last Stop on Market Street By Matt de la Peña, illus. by Christian Robinson, 2015

• When CJ and his nana ride the bus home, he wonders why the street
where they get off does not seem as beautiful as some of the others.

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• Purpose for RRTPs: Highlights finding beauty in difficult life
circumstances. Invites readers to ask questions about how economic
limitations can impact specific racial groups.

Happy Like Soccer By Maribeth Boelts, illus. by Lauren Castillo, 2014

• A young girl from the city loves to play soccer, but her aunt (and
guardian) can’t attend the games due to her work schedule. The girl
bravely asks that the game be moved into the city on a day her aunt can
attend.

• Purpose for RRTPs: Presents a portrait of economic disparities
between poorer urban areas and higher income suburbs—and their
impact on practical social and emotional factors in children’s lives.

Amazing Grace By Mary Hoffman, illus. by Caroline Binch, 1991

• When Grace wants to be Peter Pan in a school play, her classmates tell
her she can’t because Peter is not Black and is not a girl.

• Purpose for RRTPs: Provides a model for ways children can discuss
and deal with negative, discouraging, and inaccurate comments about
racial limitations.

The Other Side By Jacqueline Woodson, illus. by E.B. Lewis, 2001

• Set in an era of segregation, two little girls want to become friends
despite physical and social barriers.

• Purpose for RRTPs: Presents a model of interracial friendship during a
difficult time. Offers a springboard for considering ways to bridge the real
and metaphorical fences that divide people.

“More, More, More,” Said the Baby By Vera B. Williams, 1997

• Three intergenerational vignettes depict the loving rituals of children in
racially diverse families.

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• Purpose for RRTPs: Invites children to discuss their family’s racial
composition and describe the ways their family shares love.

Happy in Our Skin By Fran Manushkin, illus. by Lauren Tobia, 2015

• A lyrical celebration of skin of every color.

• Purpose for RRTPs: Offers a jumping-off point for children to use
positive, descriptive language to describe their own skin color.

References

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Asim, J. 2006. Whose Toes Are Those? New York: Little, Brown.

Bishop, R.S. 1990. “Multicultural Literacy: Mirrors, Windows, and Sliding Glass
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Bluemle, E. 2014. Tap Tap Boom Boom. Somerville, MA: Candlewick.

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: Mirrors, Windows, and Doors. Language, Culture, and Teaching series.New
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Greenfield, E. 2009. Brothers and Sisters: Family Poems. New York: HarperCollins.

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