Checklist For Assessing Multicultural Children’s Literature
 While every children’s book cannot possibly meet every standard of excellence, in many instances, the value of a particular book will outweigh those aspects that might be questionable or problematic. Parents, teachers and other caregivers should examine children’s books for such things as historical accuracy, realistic depictions of a variety of lives, believable characters, authentic language and age appropriateness. Books should represent a variety of settings, problem-solving approaches and themes, and should provide opportunities for children to consider multiple perspectives and values. At their best, multicultural children’s books can and should speak to all children.
| Story: |
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Is the story line interesting to children? |
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Are the stories age appropriate to ensure that children can understand what is presented? |
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Are there various conflicts for children to explore? |
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Are the conflicts resolved in ways that children will find interesting and challenging? |
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How are obstacles overcome? |
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How does change occur? Is a magic wand the only way positive change occurs? Can girls take responsibility for their own destinies? |
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Will the stories encourage discussions? |
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Are children exposed to multiple perspectives and values? |
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How is “beauty” defined? Whose standard of beauty is being promoted? Are all or most of the “pretty” girls blond? Are all or most of the “pretty” girls white? |
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How is “happiness” defined? Do girls need to find their man to achieve happiness? |
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How is “success” defined? Is the definition of success the same for all people in the book? |
Characters: |
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Do the characters represent people from a variety of cultural groups? |
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Do “good” characters reflect a variety of backgrounds? |
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How is being “good” defined or described in the book? Is being good the same for boys and girls or are there different standards and expectations? |
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Are females as well as males depicted in leadership roles? |
Themes: |
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Does the story offer children a variety of things to think about, to question, and to consider? |
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What messages does the book convey about “race,” gender, class, sexual orientation, religion and other human differences? |
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What values are being communicated in the book? Whose values are they? |
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Are values being explored rather than preached? |
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Does the story include lessons to be learned? |
Settings: |
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Do the stories reflect a variety of settings? |
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Are urban, suburban, and rural settings represented realistically? |
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Are cultural settings represented realistically? |
Illustrations: |
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Are diverse populations represented? |
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Are characters realistically and genuinely represented? |
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Do the pictures show diversity within cultural groups? |
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Do the illustrations avoid reinforcing societal stereotypes? |
Other Considerations: |
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From whose perspective is the story told? |
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What are the author’s qualifications to tell the story? Do the characters’ voices sound authentic? |
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Do the stories promote understanding of our diverse society and world? |
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*From: A World of Difference Institute
While every children’s book cannot possibly meet every standard of excellence, in many instances, the value of a particular book will outweigh those aspects that might be questionable or problematic. Parents, teachers and other caregivers should examine children’s books for such things as historical accuracy, realistic depictions of a variety of lives, believable characters, authentic language and age appropriateness. Books should represent a variety of settings, problem-solving approaches and themes, and should provide opportunities for children to consider multiple perspectives and values. At their best, multicultural children’s books can and should speak to all children.
