[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583916-105":3,"doc-detail-583916-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","complex-racial-and-ethnic-representation-in-grade-school-books","COMPLEX RACIAL AND ETHNIC REPRESENTATION in grade school books","","Executive summary examines how grade school books limit complex racial and ethnic representation for students, despite evidence that representationally diverse curricula strengthen engagement and support academic outcomes. The report highlights embedded implicit biases across publishing, curriculum development, and teaching, linking negative stereotypes to reduced performance and restricted access to advanced pathways. It outlines a methodology to measure representational balance and presents findings on creator, character identity, culture, and topics.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/complex-racial-and-ethnic-representation-in-grade-school-books/583916/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/complex-racial-and-ethnic-representation-in-grade-school-books/583916.png","ImageObject",300,407,{"name":42,"@type":43},"\tCallum ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does complex racial and ethnic representation in school books matter for students?","Question",{"text":63,"@type":64},"The report states that representationally diverse curricula help students see themselves and others complexly, improving engagement and supporting academic outcomes like critical thinking and standardized test scores.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What biases affect curricular materials according to the report?",{"text":68,"@type":64},"The report describes implicit biases embedded across publishing, curriculum development, and teaching fields, and notes that these areas are less diverse than student populations.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the report measure representational balance in books and curricula?",{"text":72,"@type":64},"It introduces a tool designed to assess representational balance of traditionally marginalized groups, then applies the tool to evaluate balance in curricula characterized as high quality.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583916,1792920455,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240",8,"The search for more  \nCOMPLEX RACIAL AND ETHNIC REPRESENTATION  \nin grade school books  \nEDTRUST. ORG SEPTEMBER 2023  \nTABLE OF CONTENTS  \nI. EXECUTIVE SUMMARY .................................................................................................................................................... 4  \nA. Our Findings .................................................................................................................................................. 5  \nB. Our Recommendations .................................................................................................................................. 6  \nII. INTRODUCTION .............................................................................................................................................................. 8  \nIII. METHODOLOGY........................................................................................................................................................... 13  \nA. Creating and Applying a Tool for Representational Balance in Books ...................................................... 13  \n1. Step One: Design a tool to assess the representational balance of traditionally marginalized groups............................................................................................................................... 13  \n2. Step Two: Use the tool to assess the representational balance of traditionally marginalized groups in curricula characterized as high quality .................................................................................. 14  \nIV. FINDINGS ..................................................................................................................................................................... 16  \nSection 1: Creator and Character Identity ............................................................................................................. 17  \nB. Whose Stories are Students Reading? ....................................................................................................... 18  \nSection 2: People........................................................................................................................................................ 19  \nC. A Slim Majority of People of Color are Given Complex Representation .................................................... 20  \nSection 3: Culture .......................................................................................................................................................23  \nD. Groups and Cultures of Color are Often Given Limited Representation..................................................... 25  \nE. White Authors Rarely Portray Complex Cultures of Color .......................................................................... 26  \nSection 4: Topics ........................................................................................................................................................29  \nF. Historical and Social Topics are Often Sanitized or Disconnected from Student Realities ........................31  \nG. Most Books Across all Grade Levels Give Historical and Social Topics Limited Representation..............32  \nV. RECOMMENDATIONS..................................................................................................................................................34  \nVI. CONCLUSION...............................................................................................................................................................36  \nVII. ENDNOTES..................................................................................................................................................................38  \n~~ ~~MORE~~ ~~COMPLEX~~ ~~RACIAL~~ ~~AND~~ ~~ETHNIC~~ ~~REPRESENTATION~~ ~~IN~~ ~~BOOKS~~ ~~•~~ ~~The~~ ~~Education~~ ~~Trust~~ ~~•~~ ~~September~~ ~~2023~~ 3 ~~  \nEXECUTIVE SUMMARY  \nCOMPLEX RACIAL AND ETHNIC REPRESENTATION  \nBy Tanji R","cbCaifp5d04uJSQl","https://ap.wps.com/l/cbCaifp5d04uJSQl","pdf",14313726,40,"English","# Executive Summary\n## Our Findings\n## Our Recommendations\n# Introduction\n# Methodology\n## Creating and Applying a Tool for Representational Balance in Books\n## Step One: Design a tool to assess representational balance\n## Step Two: Use the tool to assess balance in high-quality curricula\n# Findings\n## Creator and Character Identity\n## Whose Stories are Students Reading?\n## People\n## Culture\n## Topics\n# Recommendations\n# Conclusion\n# Endnotes","[{\"question\":\"Why does complex racial and ethnic representation in school books matter for students?\",\"answer\":\"The report states that representationally diverse curricula help students see themselves and others complexly, improving engagement and supporting academic outcomes like critical thinking and standardized test scores.\"},{\"question\":\"What biases affect curricular materials according to the report?\",\"answer\":\"The report describes implicit biases embedded across publishing, curriculum development, and teaching fields, and notes that these areas are less diverse than student populations.\"},{\"question\":\"How does the report measure representational balance in books and curricula?\",\"answer\":\"It introduces a tool designed to assess representational balance of traditionally marginalized groups, then applies the tool to evaluate balance in curricula characterized as high quality.\"}]","COMPLEX RACIAL AND ETHNIC REPRESENTATION in grade school books | PDF",1792049029,101,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":92,"slug":125},"Healthcare","healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":114,"slug":144},19,"General","general"]