Controversial Books Within Children’s Collections
Controversial Books Within in Children’s Collections
Jessica Young
San Jose State University
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Controversial Books Within Children’s Collections
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During my undergraduate degree I was very interested in minority groups, those
suppressed by the majority. It began in my Sociology of Sex and Gender class. I was taught men
and women are still not equal, though many would have us believe that we are. We are better off
than before the first and second wave feminist movements but nowhere near equality. Growing
up I did not see the inequalities inherent in my society. I was never educated about them and was
high enough on the social ladder to be not effected by them over much. After this class I went on
to further learn about the inequalities within the United States, those not often taught to children
or even young adults. These include sexualities other than heterosexuality, gender inequalities,
and racial minorities.
These topics can be extremely controversial to many, but especially when being taught
to children. Yet, education is the key to acceptance of lifestyles and individuals not like
ourselves. Therefore I decided to look into controversial materials in the library and how the
children’s and young adult collections are managed. Children should have access to materials
that teach them about all types of lifestyles other than the ones they are familiar with. For those
children who are part of the minority, they should have materials they can identify with. I
wanted to explore the research done on why materials were considered controversial and how
complaints were handled? If collections contained a significant number of books that could be
considered controversial, which break the mold of stereotypical gender roles, the normalcy of
heterosexuality, and provides accurate portrayals of racial minorities. In essence I wanted to
understand how well children’s collections were managed in order to provide materials for all
patrons no matter their background, race, gender, sexuality, or lifestyle.
Controversial Materials
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Members of the community each library serves will have varying opinions on which
types of materials are appropriate for children, tweens, and young adults. No two patrons are
going to agree on what is appropriate and it is the librarians’ job to ensure intellectual freedom is
the policy not censorship. Yet, patrons for various reasons challenge books they feel are
inappropriate for their child to read. Lists such as ALA Hit Lists, Banned Books U.S.A,
Censored Books, and Preserving Intellectual Freedom provide background information on
challenged titles in the United States (Curry, 2001).
Utilizing these lists Curry (2001) was able to compile a list of the top eleven reasons titles
were challenged. The most often cited challenge was profanity. Traditional swear words made up
the bulk of the complaints. Yet, using the lord’s name in vain was cited seven times, especially
for Judy Blume’s Its Not the End of the World. Sexuality was the second most cited reason for
complaint. Many subtopics were included such as heterosexual groping, mention of body parts,
mention of birth control, prostitution, masturbation, and implied intercourse. Discussion of
homosexuality was cited for thirty-four of the forty-six complaints. The third reason for
challenging books was for religion or witchcraft. The complaints stemmed from the author’s
depiction of witchcraft, the occult, or Christianity. Dahl’s The Witches has been challenged the
most for this reason, yet J.K. Rowlings’ Harry Potter series is quickly gaining notoriety as well.
Violence and horror came in fourth with thirty-four complaints. The Outsiders by S.E.
Hinton and My Brother Sam is Dead by James and Christopher Collier were the most cited. The
fifth reason was rebellion. Complaints about characters disobeying their parents wishing or other
authority figures was a major cause for concern as well as children running away from home.
The concern was by reading about it, children would then imitate what they read. Racism and
sexism were next on the list. Racial slurs and, racist stereotyping of characters by their physical
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characteristics, work ethic, social habits, or abilities were commonly listed. Only three books
concerning sexism were listed as the complaint. The seventh reason was substance abuse.
Eighteen complaints were made, eight concerning alcohol and ten concerning drugs.
The eighth reason complaints were made was suicide or death. Thirteen cases were filed
in which the events surrounding suicide or death were considered too traumatic for children. The
adults challenging the books assumed young adults after reading the books would only be more
inclined to commit suicide, instead of learning of ways to cope with their problems. The ninth
reason was criminal activity being described. In eleven books parents felt authors were giving a
guide on “how to” commit crimes. Gang violence was also noted as a cause for concern. Crude
behavior was the tenth reason cited for complaints with eight accusations. Farts of any kind, rude
remarks to adults, and bad grammar were cited as cause for censorship. The final reason books
were challenged was because books were too negative or depressing. Normally coupled with the
eighth complaint suicide these titles were just too sad and negative for the intended age group to
be able to cope with.
Many of these eleven reasons have to do with patrons’ fears that the books are providing
a bad example for their children. Children will imitate what they read in the book learning
negative habitats instead of learning from the characters mistakes. In contrast librarians want to
offer literature, which provides a safe environment for the children to learn about these tough
topics. Being educated is key, even in topics considered controversial (Curry, 2001).
Homosexuality
The mission of the public library is to provide for the recreational, informational,
educational, and social needs of all patrons including minors (Rothbauer & McKechnie 1999;
Spence, 1999). Yet, as Curry (2001) found books dealing with sexuality for children and young
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adults was the second most often reason for complaint. Therefore having materials on
homosexuality has the ability to test the resolve of the librarians as well as the fundamental
beliefs they have (Spence, 2000). Three studies were completed in order to test the holdings of
children’s and young adults literature considered controversial due to the inclusion of the topic of
homosexuality (Rothbauer & McKechnie 1999; Spence 1999; Spence, 2000).
Spence (2000) studied the number of illustrated picture books concerning the subject of
homosexuality available in 101 public libraries across five countries with emphasis on the United
States and Canada. Thirty titles were selected from reputable resources to compare the number of
titles held by the various libraries. The library with the most copies held was Los Angeles with
520 copies held with 21 out 30 titles being represented. Yet, since the city of Los Angeles has a
large population, the number of copies held per 100,000 persons was only 14.1%. Suggesting
that even though there are a lot of copies being held, there is not a lot of financial commitment
being made. Since in a community with a larger population there is less accessibility to
materials. Therefore the library with the most accessibility to materials concerning
homosexuality was Cleveland with 39.8 copies per 100,000 persons, 19 out of 30 titles held and
201 copies held total. Out of the top seven cities that provided the most copies held and the top
seven cities for number of copies held per 100,000 persons only two were Canadian. Showing
that in general American public libraries hold more picture books containing homosexual content
than their Canadian counterparts (Spence, 1999).
Libraries with the lowest number of titles included thirty libraries with four or less copies
per 100,000 individuals with the number of titles out of thirty being held anywhere from zero to
ten. Fifteen American libraries were at the bottom including Chicago, Phoenix, and Detroit, all
three with large populations. Providing insight that cities with large population does not
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necessitate large number of copies being held by the library. Yet, many of the libraries with the
most number of copies were from large populations, normally serving over 500,000 people.
Therefore the data shows that libraries serving large populations could be found at the top as well
as at the bottom concerning the number of copies being held. Six of the twenty-one Canadian
libraries are in lowest number of titles. The Montreal library carried no titles at all, with the rest
averaging around 6.6 titles (Spence, 2000).
Titles found being held more often were those that had been reviewed by well-known
journals (Rothbauer & McKechnie 1999; Spence 1999; Spence, 2000). Eighteen out of twenty
titles located on the most held lists for Canadian and American libraries were reviewed in the
Book Review Digest. Yet, when comparing the list of fourteen works that were least held, only
three of them had an entry in the Book Review Digest. In order to have an entry in the Book
Review Digest at least three entries in other reputable journals, within the first eighteen months
of the books release must occur (Spence, 1999). Yet, positive book reviews did not necessitate
the book being held. Newer titles presenting homosexuality in a positive light were not more
likely to be held than earlier books that portrayed homosexuality in a negative light. Even though
they were favorably reviewed (Rothbauer & McKechnie 1999). Factors other than content such
as the distinction of the author, the awards given, or collection management styles may better
explain why titles were chosen.
Sexism and Racism
Sexism
The sixth cause for complaint was sexism and racism . Only three complaints were due to
sexism (Curry, 2001). Not a very high number of complaints, considering the widespread sexism
found in many children’s books (Ray, 1984). Picture books influence children at an age when
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they are at their most impressionable (Worland, 2008).Children at a young age learn about the
world around them and society’s expectations concerning parts of their identity such as their
culture, gender, and moral values. Books provide an avenue to transmit such values and can
effect children’s perception of the world around them later in life (Houdyshell & Meyers, 2010;
Ray, 1984; Worland, 2008). Having books children can relate to, which validates their lifestyles,
can help lead to positive gender roles and a higher self-esteem later in life (Houdyshell &
Meyers, 2010).
Male characters are far more abundant than female characters (Fouts, 1999; Worland,
2008). In Spanish literature from 1940-1995 seventy percent were male protagonists with only
thirty percent female protagonists represented (Fouts, 1999). Though some change has been
occurring, showing a trend of more equal representation between male and female protagonists
(Houdyshell & Meyers, 2010; Kok & Findlay, 2006). According to Kok and Findlay (2006) in
Australian award winning picture books during the 1970s the mean number of male protagonists
was .69 and female was .32. Yet in the 2000s the mean for male protagonists was .57 and female
protagonists was .43. Showing a change towards greater equality between male and female
representation. According to Houdyshell and Meyers (2010) in Newberry Medal Award winners
between the years 1985 and 1996 there was six female protagonists. Yet in the following twelve
years there were only four. Though a decrease in female protagonists there was not an increase in
male protagonists. Instead an increase of five ensemble casts was included from 1997 to 2008,
when in contrast from 1985 to 1996 there were no ensemble casts represented.
Rigidity of sex role stereotypes in children’s literature is cause for alarm. Little girls need
characters they can look up to and emulate (Bauer, 1993; Houdyshell & Meyers, 2010; Rose,
2000; Worland, 2008). Yet, there are not many to choose from. Mothers are consistently
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portrayed in children’s literature and picture books as the stereotypical homemaker, when more
and more women are joining the workforce (Abu Nasar, 1996; Bauer, 1993; Fouts, 1999).
Women and girls are portrayed as passive, often indoors, domestic, dependent, unathletic,
illogical, emotional, timid, powerless, naggers, yet caring. Not a very positive picture for young
children to internalize (Abu Nasar, 1996; Fouts, 1999; Rose, 2000; Wolkstein, 1999; Worland
2008). Amelia Bedelia by Peggy Parish is a prime example of a picture book portraying the
stereotypical female one who is silly, incompetent, domestic, a maid, and a good cook. A more
recent series Harry Potter by J.K. Rowling portrays girls in an unflattering light as well
especially at the beginning of the series. Hermione though the smartest student in Hogwarts is
also the “ bossy know it all”. Even though she is very intelligent she is also too emotional.
Preventing her from being able to save herself when it comes to a huge troll in book number one.
Instead Harry and Ron must save her, though done extremely comically (Rose, 2000). Hermione
later in the series does begin to emulate more masculine traits, and becomes imperative in
helping save the day. Yet, she is never considered on par with Harry no matter how bright or
helpful she is.
Boys can also be harmed by the restrictiveness of gender stereotypes (Bauer, 1993;
Kok& Findlay, 2006; Worland, 2008). Boys and men are often portrayed as adventurous,
independent, unemotional, logical, brave, being outdoors, leading the way, and the hero (Rose,
2000: Worland 2008). Little boys are pressured into always being brave and strong. No crying is
allowed. A sign of weakness for boys is allowed even encouraged for little girls (Worland,
2008). Though girls are slowly being portrayed with more masculine traits, there has been little
cross over with males adopting more feminine traits (Kok & Findlay, 2006). The need for books
portraying a broader definition of gender is essential for both boys and girls to be accepting of
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more varied gender roles. When children read books with the females doing typically male
activities and occupations both boys and girls became more accepting of women in
nontraditional roles later on (Worland, 2008).
Racism
Racism was much more commonly cited as a reason for challenging a title than sexism
(Curry, 2001). Yet, fewer studies have been done on racism still present within public library
children’s collections. Stereotypical images of minorities are still present in children’s literature
such as the very common portrayal of the poor Chinese farmer. Barely making enough money to
live day to day. Yet, many Chinese no longer are farmers but instead engage in other occupations
such as commerce, industry, crafts, etc. (Liu, 1995).
In Newberry Award winning books negative racist portrayals are still present. Though
indicative of the time it was chosen an older Newberry book titled, Smoky the Cowhorse
presents Mexicans in an extremely negative manner. At one point during the story Smoky is
stolen and abused by a Mexican described very inappropriately in today’s social climate. This
book was considered at one point distinguished and above the rest, but would probably raise
objections today if it did not have the golden seal of approval. Though no other Newberry Award
winning books portray such negative images of minorities , neither is it representative of
America’s racial diversity. For twenty-one years there has been no golden seal of approval for a
minority writer or minority protagonist. Leading children and adults alike to conclude in order to
be distinguished, then diversity is not acceptable. Yet, multiculturalism approved with the gold
seal would only promote acceptance of diversity and maybe one-day peace (Miller, 1998).
Relocation of Controversial Materials
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Once materials are challenged by patrons for being to controversial for one of the eleven
reasons above, what’s next? Explaining library selection policy was noted as the most common
method of dealing with censorship challenges. In order to prevent censorship and the removal of
an item from the library entirely, relocation of the book to either young adult or adults does
occur. In a study of 220 controversial children’s titles, which could be found in at least one
public library in British Columbia the results show many of the same titles listed in various
sections. Fifteen percent of the copies of controversial titles were listed in the adult fiction area.
Approximately one in seven of children’s and teen titles were mis-shelved. Though no clear
pattern across the libraries, sexual acts seemed to be more commonly placed in adults than even
profanity (Curry, 2001). Interesting since profanity was the number one on the reasons for
challenging titles. The book Bad Boy an award winning young adult book concerning the topic
of homosexuality was shelved in a variety of places according to a study done by Rothbauer and
McKechnie (1999). Out of thirty-six library catalogs in Canada, twenty shelved it correctly under
young adult. Four libraries shelved it in children’s. Yet one library shelved it in the closed stacks
and another placed it in professional reference. Placing controversial material in various
locations gives children and teens limited access to the materials, even when they are interested
in reading the topic. Children and teens should have open access to all materials without any
censorship done by making them more difficult to find.
Conclusion
Children and young adults should have access to materials that promote healthy gender
identities and higher self esteem for both boys and girls. Validation of their own lifestyles, fears,
emotions, and joys comes through reading about characters with similar experiences (Houdyshell
& Meyers, 2010; Rothbauer & McKechnie, 1999). Also acceptance of lifestyles other than their
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own comes from reading and being educated about them through books starting at a young age
(Worland, 2008). Young people seem to enjoy controversial books the best. They gravitate to
them because it is a way to learn and work through difficult topics in a safe environment. Topics
can be broached that children and teens would not feel comfortable talking about with parents or
even friends (Curry, 2001). Librarians need to be aware of the need for books that break the
mold, which provides new images and gender roles for boys and girls. Books that portray
progressive attitudes toward gender, race, and sexuality more suitable to the beliefs held in
society today (Jin, J, 1996). Such as providing books that provide more gender friendly
portrayals of characters but is still a twists on fairytales such as Ella Enchanted by Gail Carson
Levine or Beastly by Alex Finn. Or promoting Newberry Award winners that showcase racial
diversity such as Kira Kira by Cynthia Kadohata, which won the honor in 2005. No book should
be taken out of a collection, or hidden in closed stacks. Instead diversity and intellectual freedom
should be embraced.
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References
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