Word Matrix On Content Analysis For Cultural Competency

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Select a piece of children’s literature, young adult literature, an informational article, or a textbook used in classrooms. You can find the reading material or text in your own collection, at your local public library, or online as an e-book. Using the “Guide for Selecting Anti-Bias in Children’s Books,” evaluate the selected reading for bias.

Guide for Selecting Anti-Bias Children’s Books – Teaching for Change

In a 250-500 word matrix, conduct a text analysis using the article’s nine guidelines to identify bias in your selected material. In your analysis, assess the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. Additionally, explain how you applied each guideline to evaluate the text for bias in order to create more relevant learning experiences for all students.

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1.1 3. Look at Messages About Different Lifestyles- Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life?
1.2 4. Consider the Effects on Children’s Self and Social Identities- In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure?
1.3 5. Look for Books About Children and Adults Engaging in Actions for Change-To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness.
1.4 6. Consider the Author’s or Illustrator’s Background & Perspective- All authors write from a cultural as well as from a personal context. In the past, most children’s books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children’s literature.
1.5 7. Watch for Loaded Words- A word is loaded when it in any way demeans or makes people invisible because of any of their identities.
1.6 8. Look at the Copyright Date- Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date.
1.7 9. Assess the Appeal of the Story and Illustrations to Young Children-Although these guidelines focus on the messages about diversity and equality reflected in children’s books, it is also important to take quality into account.

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Following the text analysis matrix, in 150-250 words, describe where you think the text falls on the cultural competence continuum and why. Reflect on what the text or analysis revealed about your own personal biases. Include at least two resources to help deepen your own understanding of cultural, ethnic, gender, or learning differences. Identify the action steps for competently and respectfully addressing student performance issues that may appear to be affected by individual and cultural differences.

Support your text analysis with 2-3 scholarly resources.

Guideline What I noticed in the book
1. Check for illustrations- Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation.

 

  
2. Check the Story Line and the Relationships Between People- Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities.

 

  

3. Look at Messages About Different Lifestyles- Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life?

 

  

4. Consider the Effects on Children’s Self and Social Identities- In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure?

 

  

5. Look for Books About Children and Adults Engaging in Actions for Change-To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness.

 

  

6. Consider the Author’s or Illustrator’s Background & Perspective- All authors write from a cultural as well as from a personal context. In the past, most children’s books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children’s literature.

 

  

7. Watch for Loaded Words- A word is loaded when it in any way demeans or makes people invisible because of any of their identities.

 

  

8. Look at the Copyright Date- Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date.

 

  

9. Assess the Appeal of the Story and Illustrations to Young Children-Although these guidelines focus on the messages about diversity and equality reflected in children’s books, it is also important to take quality into account.

 

  

 

 

 

 

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