“Combing” Through Representations of Black Girls’ Hair in African American Children’s Literature

Abstract

In this article, we share findings from a content analysis of six picturebooks about hair. The picturebooks selected feature Black female protagonists and are written by African American females. Our content analysis examines the ways in which Black hair is theorized and represented to children (from diverse backgrounds) very early on in their reading trajectory. We present a discussion of the theoretical perspectives informing our analysis, followed by a review of related African American children's literary scholarship. We then provide a description of the methodology that includes data sources, analytic procedures, and trustworthiness. Next, we present the findings, in which we delineate the three main themes identified within the six picturebooks. We conclude with reasons as to why this research is significant.

Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools

“…These forms of curriculum erasure exemplify a concept from children’s literature called “windows and mirrors” (Cahill et al, 2021; Ramanujan, 1989; Sotirovska & Kelley, 2020), which posits that children need to read and be exposed to texts that are both reflections (“mirrors”) of themselves and “windows” into the lives of others. For Black girls, scholars argue mirrors and windows are often nonexistent or, at least, broken and foggy (Brooks & McNair, 2014). This “fogginess” occurs when static images, like those of Harriet Tubman or Rosa Parks—although important—dominate and limit Black girls’ exposure to other Black women’s historical and intellectual contributions to the United States.…”

“…As a result of this exclusion, there are few opportunities for Black girls to see themselves represented in texts, histories, and culture that, in turn, positively affect Black girls' sense of identity and belonging (Brooks & McNair, 2014). Even curricula designed to address Black girls' well-being can lack criticality and cultural nuance.…”

From Haiti to Detroit Through Black Immigrant Languages and Literacies

“…We acknowledge that our analysis of a single text is limited in its potential to generate a new or complete pedagogical approach. Rather, we recognize existing research and scholarship that attends to how books dealing with race, language, and culture can be productively used in literacy education (Brooks & McNair, 2014;Toliver, 2020). What we add to this work is a call for introducing students to a wider array and number of texts that represent the experiences of minoritized immigrant youth of color.…”

A hairy situation: child protection workers experiences providing hair care to African Canadian children in care

“…The majority of literature on the issue of hair is centered around women (Brooks & McNair, 2015;Brown, 2014;Ellington, 2015;Johnson & Bankhead, 2014;Oyedemi, 2016, Patton, 2006Prince, 2009;Robinson, 2011;Rosado, 2003;Weitz, 2001). However, the same historical and societal norms influence Black males, including children and youth.…”

“…These are just two examples of important sources of information about how Black hair is connected to issues of sexism and racism. Whether about hair or other aspects of Black identity, there are many African Americans authors that have tailored their books for children to confront white norms and racism (Brooks & McNair, 2015). Though African literature is circulated within society, I wonder how many children have had access to reading these books, and if they have, how that has influenced their attitude about their hair?…”