Why Representation of Black and African Americans in Educational Materials Matter

Black History Month is an opportunity to intentionally focus on the contributions and his(her)(their)stories of Black and African Americans. While the official celebratory month is ending, this is an instrumental time to reflect on its origin, catalog information gathered, note unanswered questions, and determine how to continue building this knowledge throughout the year.

How Did Black History Month Start?

What began as Negro History Week in February of 1926 by Carter J. Woodson has turned into a month to nationally recognize the contributions, stories, achievements, and experiences of Black and African Americans. The lack of education about Black people, their lives, societal contributions, and their histories in the American narrative compelled Woodson to establish the Association for the Study of Negro Life and History and Journal of African American History. Establishing Negro History Week was an extension of these efforts to develop people’s awareness and knowledge during a concentrated period time that would also acknowledge Black and African American history and life throughout the year. He selected February to acknowledge the birthdays of Fredrick Douglass and Abraham Lincoln, whose birthdays were already celebrated at the time. Beginning in 1976 with President Ford, U.S. presidents have observed February as Black History Month.

Why Does Representation of Black and African-Americans Matter In Educational Materials?

Research shows students value educational materials that reflect their social identities and experiences as well as those that expose them to different perspectives and accurate information about different cultures and circumstances. Incorporating materials that are windows (exposing students to different contexts, cultures, and perspective) and mirrors (reflecting students’ daily experiences) engages students in content, enhances their participation in their learning and confidence as learners, and improves reading comprehension.

For those of Black and African American heritage, how prevalent are mirrors for them? And for those who want to learn about Black and African American people, what are their windows?

What Does the Research Say about Representation of Black and African American people and history in Educational Materials?

Our latest brief notes several studies that indicate how often Black and African American people and characters are presented in books and other educational materials. The Cooperative Children’s Book Center 2019 study of children’s books by and about BIPOCs found that 12 percent (451) were about Black people or those of African descent. A separate analysis in 2020 of award-winning books revealed 8.7 percent of the primary ethnicity and race were Black. Of the 120 human main characters, 10 (8.3 percent) were Black. Eighty percent of the Black characters were male and 20 percent female, and no gender nonbinary characters were found. A study of history textbooks revealed that African Americans were featured 10 percent of the pictorials in 5th grade textbooks, 6 to 12 percent in 8th grade, and 10 percent in 11th grade. These findings indicate a disparity between the representation of Black and African Americans in educational materials and the U.S. population of 12.4 percent.

Studies also reveal the commonality of Black and African American characters portrayed in menial jobs and as subservient. They are often portrayed within the context of historical events, such as the 20th century Civil Rights era, Reconstruction, and slavery, and Afro-Latinas are mostly featured before the 1900s within textbooks. Negative stereotypes often associated with Black and African American include being poor, lacking intelligence, lazy, problematic and appearing or living in dirty environments.

Even when negative portrayals were prevalent, counter portrayals are presented in educational materials. Characters, like Doc McStuffins counter limited traits associated with Black and African Americans. Positive and promising traits include being presented as intelligent, talented, industrious, loyal to and valuing family and family traditions.

Scholars have critiqued the inaccuracy of events and history found in educational materials such as:

1. Reduction Black and African Americans’ labor, cultural, social, and intellectual contributions;
2. Acts of aggression towards people of African descent minimized or portrayed as isolated events and enslavement is presented as pleasant or benign; and
3. Resistance towards injustice is frequently situated in the Civil Rights and Black Power eras with limited or no reference to other time periods.

In addition, scholars pointed out accurate portrayals of Black and African American community and family life including:

1. Cultural distinctions among people of Black and African American heritages and variations of people within the community;
2. Less-known historical information, such as Black and African Americans settling in the American West; and
3. Accurate details of their experiences, whether it be dealing with oppression in daily life, weaving sweet grass baskets, or Sunday dinners.

Why is Black History Month Still Relevant?

While Woodson understood the value of a yearly celebration of Black history, he also wanted this information to be available to the public and incorporated in education throughout the year. The research indicates that his critiques about the lack of educational materials about Black and African American people, their lives, culture, contributions, and achievements are still true today. In recognizing this aspect of Woodson's work, it’s important to consider what we do in our daily lives and professions to build our knowledge about Black his(her)(their)stories in February and beyond. Here are some suggested actions to take:

• Take a strength based approach to learning about African American culture, and building African diasporic literacy. Use online resources and collections of different institutions, like the National Museum of African American History & Culture, Birmingham Civil Rights Institution, and Schomburg Center for Research in Black Culture, to further enhance knowledge.
• When selecting materials, acknowledge and be critical of the narrow and problematic portrayals and discover, promote, and create positive and promising depictions. Choose materials that depict variations in Black and African American family structures, customs, and traditions.
• Identify less-known his(her)(their)stories. This can happen by learning about Black and African American history in your local area. Ask about resources offered by local Black history museums and other resource centers on regional African American history, and tap into non-traditional educational spaces, like community organizations, oral storytelling from elders, and libraries.
• Since different heritage groups are celebrated each month, when recognizing each month include his(her)(their)stories of people with intersectional identity, such as American women of African American and Asian descent during Asian American and Pacific Islander Heritage Month.

Refer to The Representation of Social Groups in U.S. Education Materials and Why it Matters, published recently as a brief and research overview for citations.

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