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MIME Gast, Eavid K. TITLE Minority Americans in Children's Literature. Put Late Jan E7 Ncte 13p. Journal Cit Elementary English; v44 n1 p12-23 Jan 1967

EDRS Price EBBS Price MF-S0.25 HC -$0.75 DescriEtcrs American Indians, *Childrens Eccks, Chinese Americans, Cultural Images, Cultural Traits, Discriminatory Attitudes (Social), Ethnic Groups, *Ethnic Stereotypes, Japanese Americans, Majority Attitudes, *Minority Grcups, Negroes, Racial Discriminaticn, Religious Discrimination, *Social Discrimination, *Scciccultural Patterns, Spanish Americans, Textbook Bias

Abstract Children's ficticn written tetimen 1945 and 1962 was analyzed for current stereotypes cf minority Americans, and the results were compared with related studies of adult fiction and school textbocks. Iwo analytic instruments were applied tc 114 incrity characters selected from 42 children's books about American Indians, Chinese, Japanese, Negroes, and Spanish Americans currently living in the United States. In this sampling, virtually no negative stereotypes cf incrity Americans were fcund; the differences in race, creed, and custcms of incrity citizens were fcund tc be dignified far acre than in either adult magazine fiction cr textbcoks; and similarities in bhavicr, attitudes, and values between ajcrity and incrity Americans were emphasized rather than their differences. (Reccmmendations for acticn tc be taken on the basis cf the results, proposals for further experimental study, and a table ranking the verbal stereotypes of the 114 minority American characters are included.) (JE) Tom' oo 556 041101i 1/ rt II ffEreplirEttt Eilifirliii 111 I ED033928 r rn flikilliffqqq141011aaa za a ate 2M-4 Ofin111PgI°t 43 tr 2 4IFIIIIfiliiiiigu Ph; 'riot 11 lo;111WIN 94t0 [Ohl 1ii fr; iihi@RigPi tfr rit VIIill Itiii1 !art li irt laili OIme I.S. KM'S * NAM. MEM I MUNI OF MAHN MIS10011011 IMS INN 1111111E11 EUCTIV IS IKOVII HON ME PIM N 0161111111101 010.1111 W. MIMS OF MEW Of 01111015 MON 111 NICESSAMIT MEW 0111011 OffICE Of WAN DAVID K. CAST 011001 01 POUEV Minority Americans in Children's Literature

IntroThe dominant culture, nor has it effectuated, social and economic integration ofthrough its academic portrayal of minority minority peoples in Ainerica has been aAmericans, a social conscience on the part slow process ever since the first colonistsof the majority American. Studies of past took land from the native Americans. Butand present teaching materials have shown it has been especially slow for Americanthat the American of minority race,- creed, citizensof American Indian,Chinese,or color, has not been given fair representa- Japanese, African, and Spanish descent,tion in school textbooks.' The role of the who, by virtue of their racial, religious,minority American in the development of and other ethnic characteristics, have beenour country has largely been neglected. largely excluded from the mainstream ofWhen he does appear in textbooks, the dominant culture in the United States. minority American is stereotyped. Socialscientistsof the present day But textbooks are not the only teaching generally agree that there are no inherentmaterials that convey. concepts of inter- cultural predispositions or traib amonggroup relations to school-age children. One people of different facia or geographicalsource of such learning has been children's areas, but that man is a product of hisliterature. Yet very few studies have been cultural environment The shaping of thisdesigned to analyze the images of minority product begins at birth. Children literallygroups as presented to children in fictional Inam what they live." They learn prejudiceliterature. The limited research which has against, and intolerance of, people whobeen done has shown that minority peoples areracially,religiously, and culturallyhave been stereotyped and that stereotypes different from themselves. In turn, theare perpetuated in the face of the changing objects of prejudice internalize the self-reality of social fact. The need fora debasing concepts that are held of thancurrent investigation into the nature of in the mirror of the majority. The sourcecharacterizations of minority Americans in of these learning: can be traced to parentscontemporary children's literature has been and other adults, peers, man and minordearly indicated in previous studies.' The media, and teething materials. The Ameri- lAmeeicen Council on Education, Committee en can public school, functioning as a socialthe Study of Teaching Metal* in Intergroup sorting and screening device with Protes-Relations, ltdagrowpMalmoin ?wake Ms- Wathingtoo, D. C.: Arredcan Council en tant, white, middle-clan bias, has notEducation, 1949 Loyd A. Marcus, The Trutmrnt always facilitated integration of the minor-ofMiwwitise in Sowxwiwg Stood re:abode. New ity American into the mainstream ofUlu Asti-Dslamatios Leave of rod Irdth, 1911; Abraham Tmenbause, Vim* Living k Team& Towle Frogrados lawaNwa, 31 Dr. Cast L em Mirka halm of lehmation,(Muds, 1004). 133-40, MM. Son Dire ask Collsos, Imiudd Vas, QualmAmsdess Condi as Edmatios, "Co mitsse as 12 MINORITY AUIIMMUCANS EN OHILDMIEWS IMERAWINE 13 purpose of the present study* has been The Population to fill this need. The population of the study was defined as all children's fiction in book form about The Problem present-day (1945-1982) American Indians, The problem of this investigation con-Chinese, Japanese, Negroes, and Spanish- sisted of an analysis of characterizationsAmericans, first published between 1945 of minority group Americans as presentedand 1962 for kindergarten through eighth- in contemporary children's literature. An-grade reading levels and noted in one or swers were soughtforthefollowingmore of the following guides: H. W. Wil- questions: (1) What are the characteristicsson Company's Children's Catalog, tenth of and concepts about present-day Amen edition,1961, and the 1982 and 1963 can Indians, Chinese, Japanese, Negroes,supplements to the tenth edition; The and Spanish-Americans in contemporaryAmerican Library Association's A Basic children's fiction? (2) What are the identi-Book Collection for Elementary Grades and fiablestereotypes imputed to minorityA Basic Book Collection for Junior High Americans in the literature? (3) How doesSchools,both publishedin1960;the treatment of minority Americans in con-American Library Association'sSubject temporarychildren'sfictionalliteratureIndex to Books for Primary Grades, second compare with that in related studies ofedition, 1961, and Subject Index to Books aduk magazine fiction and school instruc-for Intermediate Grades, second and third tional materials? editions, 1950 and 1963 respectively. Three hypotheses were established for Books included in the study were identi- the study: (1) Stereotypes of Americanfied by one or more of the following Indians, Chinese, Japanese, Negroes, andfactors in the listings: (1) book title and Spanish-Americans are not found in chil-bibliographical data; (2) Sears Subject dren's literature. (2) Treatment of minorityIndex heading; (3) grade reading level; Americans in recent literature dignifies theand (4) resume or review of the book. differences in race, creed, and custom ofThis technique insured inclusion of books minority peoples. (3) Treatment of minorityexhibiting most of the necessary character- Americans in recent literature emphasizesistics. Four required definitions of the 'similarities rather than differences amongpopulation that could not always be identi- minority and majority Americans withfied in the listings were: (1) contempor- regard to behavior patterns, attitudes, andaneousness of the story; (2) a continental values. United States setting; (3) minority characters of U.S. citizenship; and (4) minority Intergroup Education in Cooperating Schoch,Americans in significant roles in the story. Hilda Taba, director, Literature for Hamm Under- standing. Washington, D. C.: American Councilon Afteraninitialselection,forty -taro 1L9a48m,p. ie m"Aonloaglysis books met the criteria established for the oE bLvitie; raMtuarrefrLom aSo l Point of View (Parts One and Two)," unpublishedpopulation and were analyzed asa total doctoral dim:dation, University of Buffalo, Raab,sample. New York, 1958, as reported in Dissertation Ab- stracts, 19 (June, 1959) 3308. The Method ;This paper is based on the writer's doctoral dissertation: David [ad Cu t, "Characteristics and To obtain the characterizations, concepts, Concepts of Minority Americans is simyand stereotypes in children'sliterature Childron's Ming Literstme," mop doctoral dissertMbn, Adams Rote UNIvanIty, Timmdealing with contemporary American mi- Arbor, jute, 1985. norities,theinvestigatordevisedtwo 14 ELEMENTARY ENGLISH analytic instruments based on the Berelsonand implicit concepts in the storiescon- and Salter technique.* The Katz and Bra lystituted "How It Is Said" categories" List of Verbal Stereotypes* was alsoem- There was an a priori definition and ployed as a measure of stereotyping. Thesedelimitationof terms with respectto instruments were applied to the literaturedescriptions in the various categories of by three coders and the investigator.* characteristics given to the coders. A brief The analytic operations took two forms,analysis preceded the study to discover based on two units of analysis definedthe need for further definitions and refine- by Berelson as the 'character" and thements of terms and agreement among the "item." The firstunit of analysis, ancoders in regard to the categories of example of 'character" analysis, dealt withanalysis. the major and minor characters in the The characterizations in each bookwere story. This unit was in two parts; first, thelimited to one major character anda coding of seven characteristics for each ofmaximum of five minor characters. Charac- the characters; and second, the applicationters were selected by the first coder to of the Kati and Braly list to each of theread the book. In the case of disagreement characters to discover stereotypes. Theamong the coders, the judgment was based character instrument, Form C,was usedon majority opinion of the coders and the for this unit of analysis. The second unit,investigator. an example of "item" analysis, dealt with In the first unit of analysis, theseven_ each book as a whole to ascertain thecharacteristics for which datawere secured were: role in the story (major or minor); concepts,explicit and implicit, in thephysical traits (age, sex, general physical story. The book instrument, Form B, was description ); status position (occupation, used for this unit of analysis. The codingeconomic status, educational level, social of the seven characteristicsconstitutedclass); social origin (racialor ethnic group, "What Is Said" categories,* while the appli-religion );personalitytraits;goals and cation of the Katz and Braly List of Verbalvalues; and plus-minus position (general Stereotypes and item analysis of explicitapproval-disapproval ofa character by others in the story). Documentation in the 4Bemard Berelson and Patricia Salter, "Majorityform of a phrase or full sentence quotes and Minority Americans: An Analysis of Magazinewas supplied by the coders for each deci- Fiction," Mast Culture, Bernard Rosenberg andsion as to the characteristics chosen. Since David Manning White, editors. Glencoe, Illinois: The Free Press, 1957, pp. 235-51. pictorial representationsare significant in *Daniel Katz and Kenneth Braly, "Racial Stereo-children's literature, especially at the lower- types of One Hundred College Students," Journalgrade reading levels, of Abnormal and Social Psychology, 28 (October- coders also used December, 1933) 280-90. documented pictorial duesas a basis for 4The coders who participated in the study .. were ajudgment on characteristics. The data for San Diego State College professor of elementaryeach characteristic were tabulated and English and children's literature holdingan Ed.D degree, a San Diego State College librarian withanchartedseparatelyforeachminority. M.S. in Library Science degree in public schoolFurther analysis was facilitatedon each librarianship, and an elementary school teacher with mt M.A. in Education degree. &art by separate enumerations for (1) Timed Benison, "Omtent Analysis," Handbookmale-female, (2) major cheracter-minor of Social loychologg, Vol. I, Gardner Lindrey,character, and (3) age: children (1-12 e ditor. Cambridge, Mansohneetb: Addison - Wesley Fabliding Cornpsny, 1054, p. 500. Oa,P. 510. *ibid., p. 511. .091441VPMIIIIIIMEN11.411, ..

?dnsonrrr AmERICANS ni CHILDIUSAI Unarm= 15 years of age ), teenagers (13-19 years ofin Intergroup Relations;" The Treatment age), adults (20-59 years ofage, or parentsof Minorities in Secondary School Text- in storypresentations), and old-timersbooks by Marcus;': and "Family Living (00 years of age and olderor grandparentsin Textbook Town" by Tannenbaum." in stony presentations). The second part of the first unit of Findings analysis required the coders to choose five The population. Basedon the criteria adjectives from the Katz and Braly listofselectiondetailedabove,forty-two which best described each of the characterschildren's books constituted the population analyzed. These wordswere compiled forof this study. Of the forty-two books each minority group analyzed and listedanalyzed, thirteen were about American in rank order of mention to determineIndians, two were about Chinese, fivewere stereotypes of the various minority Ameri-about Japanese, sixteenwere about Ne- cans. Charting procedure of this data wasgroes, and six were about Spanish-Ameri- identicalto that of the characteristicscans.One hundredfourteenminority above. American characters were identified for The second unit of analysis concernedit-analysis. self with the conceptsor "lessons" in the Social origin. In the analysis, thirty-me story and involved the use of Form B. ThisIndian, seven Chinese, eight Japanese, fifty form wasfilledout onlyafter eachNegro, and eighteen Spanish-American character in the book had been analyzed.characters were identified. The totalgroup Consideration of the characteristics of eachrepresented forty-threechildren,fifteen character in the story, plus the plot of theteenagers, forty-three adults, and thirteen story determined the coders' choice ofold-timers. The major roles in all of the concepts. Coders noted whether thecon-stories were held by childrenor teenagers. cept was implicit or explicit in the storyBooks about the Negro, whilegreater in in the respective sections of Form B. number, tended to treat teenage characters. On both forms, only characteristics andBooks about Indians, Chinese, andJapa- explicit concepts whichwere documentednese had no significant teenage characters. by both page number andquote wereBooks on Indians and Spanish-Americans accepted. Documentationwas not requiredemphasized male characters farmore than female, while books in the identification of implicitconcepts on Chinese, Japanese, or in the choice of Katz and Braly adjec-and Negroes generallygave numerically tives as they were not basedon referencesequal representation of male andfemale to discrete parts of book content. characterizations.IndianandSpanish- American stories also contained larger The findings of the use present study wereof male major characters thandid the compared with those of previousrelatedbooks about the other minorities. research, namely, 'Majority andMinority None of the Indians, Chinese,Japanese Americans: An AnalysisofMagazineor Negroes was identified Fiction* by Berelson and WW* as Roman Inter-Catholic while virtually all of the group Relations in Teaching Materials by Spanish- the American Camcilon Education, Com- mittee on the Study of Teaching Materials 1lAmericsn Council on Education, Committeeon the Study of Teething Materielsin Intecgroup Relations, loc. dt. uLloyd A. Manus, loc. dt. Mershon and Salter, loc. at. wrannenblum, loc. CiL 16 ELEMENTARY ENGLISH American characters were. Of the minori-analysis of occupation, educational level, ties surveyed, the Indians, Chinese, andeconomic status, and social class and can Spanish-Americans appeared to have heldbe summarized as follows: (1) American to traditional ethnic religious beliefs whileIndians in the literature did traditional the Japanese when identifiable as to reli-on-reservation work of shepherding and gious belief, embraced the basic Protestanthandicraft, were poor and of the lower- tradition of the dominant culture. Protes-class, and did not aspire to go to college. tant Christianity was shown to be the(2) Chinese were portrayed as semi-skilled religious belief of approximately one-halfworkers of the lower socio-economic class of the Negroes in the literature. The otherwith adequate incomes. They valued the half were unidentifiable as to religiousschools of the dominant culture and Chi- belief. nese language school, but were not shown Ethnic subgroups within the Indian andas college oriented. (3) Japanese evinced Spanish-American minorities were repre-middle-classstandardsoflivingwith sented in the children's fiction. Of theapparently comfortable incomes. Garden- thirty-one booksconcerning Indians,ing and floriculture made up the identifi- twenty-seven described Navahos, two de-able occupations of the Japanese, and scribed Cherokees, one described Havasupicollege orientation was inferred in only and one described Seminoles. Books aboutone book. (4) Negroes were portrayed as theSpanish-Americanminoritywerehaving a wide range of vocations and they equally divided into three ethnic sub-were shown to value college attendance groups: Spanish (shepherds and farmersas a goal. They were evenly distributed of New Mexico), Mexican( persons ofas to lowerand middle-class status rating. Mexican descent living in the Southwest ),(5) Spanish-Americans were shown as poor andEarly-CaliforniaSpanish( personspeople of the lower-class having no college tracing their heritage back into the earlyaspirations and holding a variety of non- history of California). professional occupations. Physical descriptions. The physical de- Personality traits. The personality traits scriptions of minority American charactersimputed to minority Americans did not portrayed: ( 1) American Indians as havingvary to a great extent. "Dependable" and brown skin and black hair and as wearing"unselfish" were the first-rankingtraits traditional costumes; (2) Chinese as havingcoded for every group. "Authoritarian" was black hair and the epicanthic eye fold andthird-ranking for Indians, Chinese, and favoring traditional garb; (3) Japanese asSpanish-Americans and fifth-ranking for having black hair and the epicanthic eyeNegroes. Negroes and Chinese were gener- fold and favoring the clothing of theally portrayed as extroverts while Japanese dominant culture; ( 4) Negroes as generallyand American Indians were shownas having brown skin and black kinky hair,introverts. Optimism was a high-ranking but often (in nearly half of the characteri-trait of the Japanese, Negroes, and Spanish- zations, especially female) Caucasoid facialAmericans. Generally, minority Americans features and straight hair; and (5) Spanish-were portrayed as being individuals and Americans as having brown skin and blackstereotyped personalitytraitswere not hair and favoring traditional costumes onlyfound. in the case of the Mexican subgroup. Goals and values. "Self- realization"was Statusposition.Thestatuspositionfound to be a major goal for all of the analysis of minority Americans includedminority American characters analyzed in Mnqoarry AmERICANS IN CHILDREN'S LrrzaKruaz 17 this study. It ranked first for the Japanese,"tradition-loving" and loyal-to-family ties." Negro, and Spanish-American minorities,The dominant American middle-class vir- and second for the American-Indian andtues related to kindness, industriousness, Chinese minorities. "Future orientation"love of tradition, conventionality, intelli- was a first-ranking value set for the Chinesegence, neatness, and ambition were high- and a second-ranking value set for Japaneseranking stereotypes for thegroups as a and Negroes, indicating that thesegroupswhole. The first hypothesis of the study, looked to the future for self andgroupthat stereotypes of the respective minority improvement. "Pastorientation" was agroups would not be identified in the first-ranking value set for the Americanlii erature analyzed, hadto be rejected. Indians and Chinese-Americans while itStereotypes were identified. However, the was only eighth-ranking for the Negroes,large majority of thestereotypes were third-ranking for the Spanish-Americans,positive and complimentary. One-fourth of and not found for the Japanese. Ascanthe adjectiveson the Katz and Braly list be seen, the Chinesewere ambivalent withwere never chosen asstereotypicalof regardtopast-futureorientation.Thecharacters in this study, and all buttwo of Negro group was the only minority forthe terms thatwere not chosen were whom the goal of "social acceptance in thenegative and non-complimentary." The dominant culture" ranked first. In compari-implications of these findingsmust be son, this goal ranked third for the Chinese,tempered by the fact that theKatz and sixthfortheSpanish-Americans,andBralyList of Verbal Stereotypeswas seventh for the American Indians anddeveloped in 1933 and the climateof 'Japanese.Generally, AmericanIndians,public opinion of whichstereotypes are a Chinese,andSpanish-Americanswerepart may have changed since that time. shown to have ethnocentric goals and Concepts. Two hundred twenty-sixcon- values, while the basic values of theJapa-cepts were identified in the unit analysis nese and Negroes were not ethnocentric.and were categorized for eachminority Plus-minus position. The analysis oftheunder the following headings: (1)Concepts plus-minus positions of minorityAmericansShowing Ethnic Uniqueness, (2)Concepts demonstrated that negative attitudesto-Showing Minority Group Pride, (3)Con- wards the minority characters bytheircepts Showing Conventionality, (4) Con- peers or members of the dominant culturecepts Showing Social Roles ( of the given were very rarely emphasized by the authorsminority) in the Dominant Culture,(5) of the literature. Oneexception to thisConcepts Dealing with Prejudice, and(6 ) was thestoriesabout Negroes, whereConcepts Showing Brotherhood. themes of prejudice and intolerance illus- The findings of the unit analysiswere trated the Negro's struggle for equality. in basic agreement withthose of the Stereotypes. The stereotypes imputedtoindividual character analysisof the mem- the 114 characters analyzed were measuredbers of the respectivegroups. The Japanese by the application of the Katz and Bra lyand Negrogroups were found to bemore List of Verbal Stereotypes to the characteri-similartothemajority Americansin zations. The Japanese and Negrominoritiescultural values, socio-economic, 'aspirations, were stereotyped as being the most "con-and way of life thanwere the American ventional" of the minority AmericanswhileIndians, Chinese, and Spanish-Americans. theAmericanIndians,Chinese,and Spanish-Americans were shon as being 14See Table I, page 22. 18 ELEMENTARY ENGLISH Comparisons.The comparison of the scans as having adopted the dominant present study with the four selected studies middle-class American values related indicated that: (1) The treatment of minor- to cleanliness, kindness, intelligence, ityAmericansinchildren'sliterature ambition, hard work, and success. evidenced virtually no negative stereotypes, 2.Recent children's literature generally while magazine fiction and school textbooks contains complimentary stereotypes of contained non-complimentary stereotypes. present-day American Indians, Chi- (2) The children's fiction presented a more nese, Japanese, Negroes, and Spanish- up-to-date treatment of minority American Americans. Middle-class Anglo-Ameri- life than did school textbooks published canvirtuesmakeupthenew during the same period. ( 3) The children's stereotypes imputed to these minorities fiction portrayed far more intergroup and by theauthorsoftheliterature. interracial cooperation and equality than Traditional, non-complimentary stereo- did the magazine fiction, school textbooks, types have largely disappeared from and elementary readers. ( 4 ) The minority the literature. The image of the Negro Americans were not shown as problem- inchildren'sfictionrepresentsan makers for the dominant culture in the almost exact reversal of traditional children's fiction as they were in the text- Negro stereotypes with one exception book studies. (5) The children's fiction "Negroes are musical." often portrayed the minorities as aspiring 3.Recen',hildren's literature generally to middle-class values and standards of portrays American Indians, Chinese, living while the textbook studies indicated andSpanish-Americansashaving that minority groups had lower socio-eco- lower-class socio-economic status. Ne- nomic standards and goals. groes are portrayed as being evenly On the basis of the findings of the present distributed as to lower-and middle- study and a comparison of those findings class status rating. Japanese are shown with previous, related research, the second to be of the middle-class in socio- and third hypotheses of this study can be economic status. supported.The treatmentofminority 4.Recent children's literature contains Americans in the literature of the present occupational stereotypes of all minor- study dignified the differences in race, ity groups except the Negro. The _ creed, and custom of minority citizens and, Negro is represented in a wide range for the most part, emphasized similarities of occupations, including white-collar rather than differences between minority jobs and the professions, which are and majority Americans with regard to not recorded for the other minorities. behaviors, attitudes, and values. The common stereotypes of the Indian craftsman,theChinesecook,the Conclusions Mexicanshopkeeper,theJapanese The results obtained from the analysis gardener, and the Spanish shepherd of the data derived from the population are perpetuated in the recent litera- of the present investigation warrant the ture. following conclusions: 5.Recent children's literature, with one exception, portrays the Negro minority 1. Recentchildren'sfictiongenerally as the only minority whose members portrays American Indians, Chinese, seek higher education and attend Japanese, Negroes, and Spanish-Amer- college. The exception is found in the Mngonrry AMMICANS nor CHILDREN'S LITERAWIRE 19 American Indian minority where one Japanese, and Negroes presentsno college educated characterispor- disparity between the number or im- trayed. The findings leading to this portance of male and female charac- conclusion may be in part due to the. ters, and does not perpetuate male- large number of upper-grade books superiority in the characterizations. about teenage Negroes, and the lack 9.Recent children's fiction about Ameri- of such books for the other minorities can Indians, Chinese, and Spanish- in the population of this study. But Americans contains no portrayals of it also relates to findings of the present individuals who have lost or aban- investigation showing the Negro adult doned their ethnic culture andare in white-collar and professional posi- assimilated into the dominant culture. tions. The authors of the literature portray 0. Recent children's literature portrays these minorities as taking pride in Japanese and Negro minorities as being their ethnic cultures and clinging to more thoroughly assimilated into the traditionalpatternsoflifewhile dominant culture and as having more accepting some of the material goods social interaction with Anglo-Ameri- and economicmotivationsofthe cans than the American Indians, Chi- dominant culture. nese,andSpanish-Americans.The10.Recent children'sfiction stereotypes Japanese and Negro minorities are the American Indians and the Mexi- shown to have less ethnic or racial can- American subgroup of the identification than the other minorities Spanish-American minority as wearing and are portrayed as living among their ethnic garb. This is especially Anglo-Americans in integrated neigh- evident in the primary-grade books, borhoods. In contrast, Chineseare which utilize a greater number of shown to live in "Chinatown," Ameri- picturesthantheintermediate-and can Indians are portrayed as living upper-grade level books. Though not only on reservations, and Spanish- always identified by name of tribe, Americansaredepictedinrural Indians are illustrated in the literature settings. wearing moccasins, headbands, tur- 7. Recent children's literature portrays quoise and silver jewelry, and other American Indians and Spanish-Ameri- traditionalgarbofIndiantribes, cans as living a simple and virile life, especially the Navaho and Hopi, who close to nature. These minoritiesare inhabit the southwestern area of the generally picturedas living serenely, United States. Mexican-Americansare with few material comforts, in remote depicted in the fiction as sombrero-and and sparsely populatedareas of south- sandal-wearing innocents who revel in western United States. They are said traditional holidays and customs. This to have an innate understanding of, stereotype of dress perpetuates the and reverence for nature anda par- image of the Mexican-American asa ticular fondness for animal life. friendly foreigner and a tourist attrac- 8. Recent children's fiction about Ameri- tion in the Southwest. can Indians and Spanish-Americans 11.Recent children's literature generally emphasizes, male characters andper- portrays Negroes as being brown- petuates the maa-superiority tradition, skinned people who often havecauca- while children's fiction about Chinese, sold facial features and straight hair. =11., ..II

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22 ELDIENTART ENGLISH determine(a)differences between dice, but this assumption needs more such literature, and (b) possible biases than judgmental support. of the guides. S. Investigationsshould be made of 5. Experimental studies should be made current stereotypes of racial, ethnic, .to test the assumption that attitudes and religious groups in America. Ex- favorable to minority Americansare perimental and descriptive studiesare developed by readers of contemporary needed to check the present validity children's fiction concerning minority of past enumerations of stereotypesas Amedcans. Such literature is reputed they pertain to various minoritypeeps to elect an understanding of minority in the United States. Americans and a reduction of Fein-

Table I I Bank Order Enumeration of the Stereotypes of 114 Minority Amities° amoeba on the Katz and Italy List of Verbal Stereotypes Kind (46) Conservative (4) Sophisticated (1) Industrials (30) Happy-go4ucky (4) Suave (1) TradMoslovis (32) Pleasure-loving (4) Suspicious (1) Conventional (30) Straightforward(4) Witty (1) Loyal to family Talkative (4) ties (29) Efficient (3) (23) Progressive (3) nationalistic Nat 23) Quick-tempered (3) Frivolous Ambitious (20) Revengeful (3) Gluttonous° Artistic (18) Arrogant (2) CrasPinll. Generous (18) Imitative (2) Humorless° Musical (16) Impulsive (2) Individualistic Reserved (16) Lazy (2) Materialistic Practical (15) Loud (2) Mercenary° Alert (12) Ostentatious (2) Methodical Faithful (12) Stolid (2) Passionate Gregarious (11) Aggressive (1) Physically cifdy° Superstitious (11) Argumentative (1) Ponderous° Courteous (10) Brilliant (1) Pugnacious° Honest (9) Conceited (1) Quairebonse Quiet (9) Cruel (1) Radical Very religious (9) Decade' (1) Rude Meditative (8) Evasive (1) Sensual Bossthd (6) Ignor1 ant(1) Shrewd Imaginative (6) ) Slovenly* Presides* (6) Naive (1) Stupid° Sensitive (6) Suggestible Sporbnirelike(6) minded (1) Treadrerous° Stubborn (5) Sly (1) Unreliabl

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Macaw:AMERICANS ftCHILDREN'S LHERATIME 23 lidereacm Fidel, Estelle A. (ed.), Children's Catalog.1982 American Council on Education, Committeeon Supplement to the Tenth edition, 1961. New Intergroup Education in Cooperating Schools, York: The H. W. Wilson Company,1982. Hilda Taba, director.Literature for HumanHarris, Judah J., The Treatment of Religionin Understanding. Washington, D.C.: American Elementary School Social Studies Textbook Council on Education,1948. New York: Anti-Defamation League of B'nai American Council on Education, Committeeon the B'ritli, 1963. Study of Teaching Materials in IntergroupRela-Katz, Daniel and Kenneth Braly, "RacialStereo- tions. 'leeway Relations in Teething Materials. types of One Hundred College Students," Jour- Washington, D. C.: American Councilon Edu- nal of Abnormal and Social Psycholog,26 cation.1949. (October-December, 1933) 280-90. Arbadmot, May HM, Children fed Boob.RevisedMarcus, Lloyd A., The Treatment of Minoritiesis edition. admit,: Scott, Foramen andCompany, Secondary School Textbooks. New Yolk:Anti- 1957. Defamation League of Bind Writh,1961. Bads" Bawd, "Content Analysis," HandbookMathes, Miriam Snow (ed.), ABasic Book Col- of Social Psychology, Vol. I. Gardner Lindzey, kctkas for Elementary Grades.Seventh edition. editor. Cambridge, Massachusetts: Addison-Wes- Chicago: American Library Association,1900. ley Publiehing Company, 1954. Pp. 488-522. Wigs, Cornelia, at al., A Critical Historyof Chil- Berekon, Bernard and Morris Janowitz, ReaderIs dren's Literature. New York: TheMacmillan hob* Opinion and Comenunication. Enlarged Caraway, 1953. edition. Glencoe, Illinois: The Free Press, 1953. Ram, Marie L., "An Analysis of the LoisLeorki Benison, Bernard and Patricia Salter, "Majority Literature from a Sociological Point of View and Minority Americana: An Analysis of Map- (Parts One and Two)," unpublished doctoral sine Fiction; Mass Culture, Bernard Remembers &rotation, University of Buffalo, Bubb,New and David Manning White, editors. Gleam, York, 1958, as reported in Dissertation Abstracts, Mime: The Free Press, 1957. Pp. 235-51. 19 (June, 1959) 3307. Mild, Irvin L., Omer IL Potter, and Fit/leM. Rollins, Charionae, "Children's Bookson the Levine, "Childreds Todbooks and Peromality Negro: To Help Builda Better Weld," Ele- Development: An Exploration in the SocialPsy- limitary &Wish Review, 20 (October, 1943) chology of Education," Psychological Mono- 219-23. graphs, 60 (1946) 1-54. Rue, Eloise (comp.), Subject Indexto Boob for Darby, Ada Cadre, "The Negroin Children's Intermediate Grades. Second edition. Chicago: Books," Elementary Englkh Review,21 (Jan- American Library Association, 1950. uary, 1944) 31-2. Sher, Rachel and Estelle A. Fidel (ads.), CM- Davis-DuBois, Rachd, "Oar EnemyTheStereo- dren's Catalog. 1963Supplementto the Tenth type; Progremioe Education, 12 (March,1906) edition, 1961. New Yolk: The H. W.Wilms 146-50. Company, 1963. Eakin, Mary K. (comp.), Subject Indexto BooksSpengkr, Margaret V. (ed.), A Basic BookCol- for IntermediateGrades. Thirdedition. Chicago: lection for limier High School,. Tentherlitioe. American LibertyAmociatioo, 1963. Chicago: American Bleary Assn., 1980. Fab, Way K. and Eleanor Merritt(comps.),Tannenbaum, Abashes', 'Family Livingil Test- Subject Index to Books for PrinteryCowden book Town," Progressive Education,31 (Ms* Second edition. Chico.: Americas LibraryAs- 1954) 133.40, 185-67. socktion, 1961. West, Dorothy Herbert and Rachel Shur (ads.), Meow" E. V., "McGulleyA StatisticalAnalysis," Chaired, Catalog. Teeth edition,1961. New lama of Educational Remerch, 39 (February, York: Thell. W. Wane Company,1961. 1945) 44657.

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