Criteria for Evaluation

To You

To sit and learn about the world

Outside our world of here and now-

Our problem world-

To dream of vast horizons of the soul

Through dreams made whole,

Unfettered, free--help me!

All of you who are dreamers too,

Help me to make

Our world anew.

I reach out my dreams to you.

Langston Hughes

In addition to the literary criteria applied to any book, Norton lists seventeen criteria recommended when evaluating multicultural literature. "To develop positive attitudes about and respect for individuals in all cultures, children need many opportunities to read and listen to literature that presents accurate and respectful images of everyone (pg. 534, Norton, 1991)."

1. Are Black . . .Americans portrayed as unique individuals, with their own thoughts, emotions and philosophies, rather than as representatives of particular racial or cultural groups?
2. Does a book transcend stereotypes in the appearance, behavior, and character traits of its nonwhite characters? . . .
3. Is the physical diversity within a particular racial or cultural minority group authentically portrayed in the text and the illustrations? . . .
4. Will children be able to recognize the characters in the text and the illustrations as Black . . . Are people of color shown . . . as simply darker versions of Caucasian-featured people?
5. Is the culture of a racial or ethnic minority group accurately portrayed? . . . Does the author believe the culture worthy of preservation? . . . Are the customs and values of those diverse groups accurately portrayed? . . .
6. Are social issues and problems related to minority group status depicted frankly and accurately, without over- simplication? . . .
7. Do nonwhite characters handle their problems individually, through their own efforts or with the assistance of close family and friends, or are problems solved through the intervention of whites?
8. Are nonwhite characters shown as the equals of white characters? Are some characters placed in submissive or inferior positions? Are white people always the benefactors?
9. Is a nonwhite character glamorized or glorified, especially in biography? (Both excessive praise and excessive deprecation of nonwhite characters result in unreal and unbalanced characterizations.) If the book is a biography, are both the personality and the accomplishments of the main character shown in accurate detail and not oversimplified?
10. Is the setting of a story authentic, whether past, present, or future? Will children be able to recognize the setting as urban, rural, or fantasy?
11. If a story deals with factual information or historical events, are the details accurate?
12. If the setting is contemporary, does the author accurately describe the situations of nonwhite people in the United States and elsewhere today?
13. Does a book rectify historical distortions and omissions?
14. If a dialect is used does it have a legitimate purpose? Does it ring true and blend in naturally with the story in a nonstereotypical way, or is it simply used as an example of substandard English? If non-English words are used, are they spelled and used correctly?
15. Is offensive or degrading vocabulary used to describe the characters, their actions, their customs, or their life- styles?
16. Are the illustrations authentic and nonstereo-typical in every detail?
17. Does a book reflect an awareness of the changing status of females in all racial and cultural groups today? Does the author provide role models for girls other than subservient females?