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Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy

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Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy Brigham Young University BYU ScholarsArchive Theses and Dissertations 2012-06-12 Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy Robert Jeffrey Gomm Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Counseling Psychology Commons, and the Special Education and Teaching Commons BYU ScholarsArchive Citation Gomm, Robert Jeffrey, "Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy" (2012). Theses and Dissertations. 2940. https://scholarsarchive.byu.edu/etd/2940 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy Jeff Gomm A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Educational Specialist in School Psychology Melissa Allen Heath, Chair Beth Vaughan Cole Marsha D. Broadway Tina T. Dyches Mary Anne Prater Department of Counseling Psychology and Special Education Brigham Young University June 2012 Copyright © 2012 Jeff Gomm All Rights Reserved ABSTRACT Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy Jeff Gomm Department of Counseling Psychology and Special Education Educational Specialist in School Psychology This study analyzed the content of 50 children’s picture books, specifically award- winning picture books created for and/or about Latino immigrant children. Familiar artwork, situations, and characters help Latino immigrant children identify with the stories. Information from this analysis will help parents, teachers, and school mental health professions select appropriate books for bibliotherapy aligned with Latino immigrant children’s needs. Based on this study’s analyses, two resources are included: (a) a list of 20 children’s picture books that address four or more Latino immigrant challenges and (b) a handout with common challenges facing immigrant children and books to specifically meet each of those challenges. Additionally, the information from this analysis will inform and encourage authors and illustrators to consider more adequately addressing specific challenges faced by Latino immigrant children. Keywords: Latino, immigrant, children’s literature, bibliotherapy, diversity, acculturation, challenges ACKNOWLEDGMENTS I wish to express my sincere appreciation to all those who supported me throughout this project. It could never have been completed without their generous contributions of time, feedback, and encouragement. First, I wish to thank the many faculty members and others associated with the Department of Counseling Psychology & Special Education who taught me, encouraged me, or otherwise befriended me during my course of study and this research project, including Mark Beecher, Ryan Burke, Paul Caldarella, Brent Coffman, Rachel Crook Lyon, Tina Dyches, Lane Fischer, Gordon Gibb, Richard Heaps, Melissa Heath, Alicia Hoerner, Michelle Marchant, Heidi Mucha, John Okiishi, Mary Anne Prater, Timothy Smith, Marc Steed, Kristan Warnick, and Ellie Young. I am also indebted to the Dean of the McKay School of Education, Richard Young, for approving my research assistantship and to Associate Dean, Barbara Culatta, for her final review of the manuscript. Last, but certainly not least, I appreciate Diane Hancock’s extensive support over the past four years. With specific regards to this thesis, I am especially grateful for the encouragement, support, and direction provided by the members of my thesis committee: Melissa Heath (who served as Chair), Beth Cole, Marsha Broadway, Tina Dyches, and Mary Anne Prater. From Melissa’s guidance during the early stages of the project regarding research direction, to her serving as the third rater, to the final editing stage, her countless hours of support throughout the entire process were indispensible and greatly appreciated. I am particularly grateful for the abundant patience and ongoing support I received from my wife and children throughout this project. I thank each of them for their willingness to sacrifice family time as I worked toward completing this project. My wife, Mya Gomm, devoted many hours serving as the second rater, independently coding each of the 50 picture books analyzed in this study and providing much-appreciated additional support, such as proofreading sections of the final draft. Finally, my parents have also been a great source of encouragement to me throughout my graduate course of study. My father, Gary Gomm—who died on November 18, 2011, after a heroic 5-year battle with cancer—often inquired as to my progress. I believe he would have enjoyed seeing the final results of this project. This thesis is dedicated to his memory. iv TABLE OF CONTENTS ABSTRACT.............................................................................................................................. ii ACKNOWLEDGMENTS......................................................................................................... iii TABLE OF CONTENTS.......................................................................................................... v LIST OF TABLES.................................................................................................................... viii INTRODUCTION OF STRUCTURE AND CONTENT......................................................... ix Background.................................................................................................................... 1 Status of Unauthorized Immigrants....................................................................... 1 Definitions of Terms.............................................................................................. 2 Challenges Faced by Latino Immigrant Children.................................................. 3 The School’s Role in Providing Support for Immigrant Children......................... 4 The Role of Bibliotherapy in Providing Support for Immigrant Children............ 6 Provides a Safe Distance................................................................................. 6 Reduces Feelings of Isolation.......................................................................... 7 Fosters Expression and Conversation.............................................................. 7 Improves Peer Relationships........................................................................... 8 The Process of Bibliotherapy................................................................................. 8 Statement of Problem............................................................................................. 10 Purpose of Study.................................................................................................... 11 Method........................................................................................................................... 11 Latino Children’s Literature Awards..................................................................... 12 Coding Procedure and Instrument ........................................................................ 13 Random Sampling and Initial Coding.............................................................. 17 Coding Inter-Rater Reliability......................................................................... 18 Results........................................................................................................................... 18 Description of Coded Books.................................................................................. 18 Demographics and Characteristics of Book Content............................................. 20 Setting and Context.......................................................................................... 20 Character Details.............................................................................................. 23 Type........................................................................................................... 23 v Gender........................................................................................................ 24 Age............................................................................................................. 24 Immigrant Status........................................................................................ 25 Race or Ethnicity....................................................................................... 25 Living Arrangements................................................................................. 26 Literary Elements............................................................................................. 29 Immigrant Challenges Addressed.......................................................................... 30 Family Conflict................................................................................................ 30 Poverty............................................................................................................. 31 Transiency........................................................................................................ 31 Language Barriers...........................................................................................
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