Evaluating Children's Books about Police

Evaluating Children’s Books about Police:
a toolkit for librarians and other evaluators

of children’s literature

Sensitivity toward children's wide-ranging experiences of police officers has grown in recent years, and this is an opportune moment for libraries to examine their collections for accuracy and relevance to all children. Police officers are a fixture in American communities, and many libraries have books about "community helpers," including police officers. Usually, these books depict police officers as friendly and helpful. Books help children understand the world around them, and most books about police are written to instruct children about the work police officers do.

For some children, nonfiction books or stories accurately represent their early experiences with police, and the positive depiction in these books successfully inspires trust and confidence in police and their work. However, some children's early experiences of police are frightening. Some may have been present during a parent's arrest, heard of a relative being injured during a confrontation with police, or been warned by their parents against talking to police out of fear of deportation. Even children who have never had a frightening experience with police officers may have been frightened by news stories about people being hurt or killed by police, or have questions about demonstrations that happen in response to these events. Children who have had frightening early experiences with police may be less likely to respond positively to books that depict police officers as friendly helpers; such books may instead undermine their lived experience and seem confusing or incorrect.

Because “libraries should provide materials and information presenting all points of view on current and historical issues"^[1] it is important for children's material selectors to understand and consider all potential views of police officers when selecting materials for our collections. The depiction of police officers as community advocates is nearly universal in the children's publishing world, and professional review media do not currently adequately address other less represented, but equally valid, perspectives. Children's librarians at the Oakland Public Library have developed this toolkit to help library selectors evaluate the books they offer for children about police officers and policing, and to consider how those books may impact the children in their community.

WHY THIS IS NOT A BIBLIOGRAPHY

In this toolkit, we will outline some key points to look for in children's books about police, and discuss how library staff may identify biased viewpoints or inaccuracies.

This toolkit does not include a list of recommended or non-recommended children's books on police. Most books reviewed during the creation of this toolkit contained some elements showing sensitivity toward diverse experiences of policing, and others that reflected stereotypes or bias. No titles were identified that addressed every point discussed in this document.

It is important for every library professional working with children to be able to assess the books in their library, and to pair that assessment with an understanding of their community in making collection management decisions. The purpose of this toolkit is to provide points for assessment, which materials selectors may then apply using their professional judgment.

WHAT COULD AN INCLUSIVE PERSPECTIVE LOOK LIKE?

In a perfect world, every child would have access to "mirrors" in literature, books that accurately reflect their own experience.^[2] It can be difficult to conceive of how a book for children might represent negative experiences of policing in a manner that is appropriate for children's sensibilities, even though many children have already had these experiences.

However, it is possible for children's books to be inclusive of diverse perspectives and sensitive to children's widely varying experiences of police. Some questions to consider when reading for an inclusive perspective on policing might include:

Does this book acknowledge the feelings of fear and anxiety children may have on seeing police? For example: "sometimes, if you see a police officer, you may feel scared."
Does this book acknowledge that some people have negative experiences with police officers? If so, is there any discussion of how these experiences might impact a person, family, or community?
Do this book's illustrations show diversity in race, sex, age, gender expression, and religious identity among police, as well as people with whom they interact?
Does this book acknowledge evidence that people of color may be treated unfairly by police?
Does this book acknowledge the common experience of parents and children of color having "the talk" or conversations about safety with police?
Does this book include information for children about staying safe when interacting with police? If so, does it imply that children will always be safe if they follow officers' instructions? Is there information about what a child should do if an officer's instructions conflict with their rights? Does the book imply that people are never injured by police when they comply with instructions?
Does this book explain the rights children have in interacting with police--for example, that children may ask to have a parent or other adult present during questioning?
Does this book acknowledge that some people choose to call the police and some people do not? Does it acknowledge the perspective that calling police is not the only way or right way to get help?
Does this book talk about how communities and people develop resilience in ways other than relying on police?
Is this book illustrated with photographs or drawings? Drawn or cartoon illustrations may provide some emotional distance for the reader and be less frightening than photos.

Many children do not understand why police come to their neighborhoods, and what police are supposed to do when they come. Does this book address that question? An example might read, "police come when situations are difficult or dangerous, and they are supposed to try to make things better."
In many communities, police officers are required to wear body cameras on their uniforms. Do this book's illustrations depict body cameras on police uniforms?
Does this book talk about police oversight from beyond the police department?
If this book discusses jail and prison, does it make an understandable distinction between the two?

QUESTIONS TO CONSIDER WHEN EVALUATING A POLICE BOOK FOR BIAS
Many existing children's books about police contain images and words that may perpetuate stereotypes. Some books might contain language or images that indicate implicit bias against people of color, immigrants, LGBTQ and gender-nonconforming people, disabled people, non-Christians, and other minority groups. All children, not only those whose identity matches a group being negatively depicted, may be harmed, or at the very least misled, by these stereotypical or biased depictions.

Library staff should feel empowered to detect these elements in children's books about police, in order to build a balanced and accurate collection. Some questions to consider might include:

How does the author of this book refer to people being pursued by police? Many children's books refer to people being pursued with language implying guilt, such as "criminals" or "bad guys." However, US laws protecting due process render such terms inaccurate, as people being chased by police have not been proven guilty in a court of law. People being pursued or arrested are suspects.

Does this book contain racially coded images and language connected with implied guilt? For example, is suspicion cast on a black or brown character because of their appearance, or is their behavior described or characterized as suspicious?
Is there a lack of diversity in race, sex, age, gender expression, and religious identity in the characters depicted, both police and civilians? For example, are most of the police officers white, and are people of color being pursued or arrested?
Do text or images in this book imply that any person or group is likely to commit a crime based on behavior that is protected by law? For example, if a peaceful demonstration is depicted, is there language saying police must be present to maintain the peace?
Does this book depict a militarized police force as necessary to maintain public safety? For example, is there an illustration of an armored car with a caption that implies this vehicle is necessary for safety?
Does the text of this book assert that police only stop people justifiably, without the influence of racial bias?
Does this book assert that police always handle and use weapons safely?
If the illustrations in a book show police with weapons drawn, what reason is given? Is the situation one that would justify a police officer drawing their weapon?
Does this book assert that police hold unquestioned authority and are always correct? Is it clear that police are part of a system of law enforcement that includes many steps, such as a fair trial?

Does this book depict violations of civil rights in how police treat civilians without acknowledging them as violations? You can read about people's rights when interacting with police in the ACLU document Know Your Rights: What to do if you're stopped by police, immigration agents or the FBI.

If this book depicts a parental arrest, are procedures for ensuring the child's safety depicted as well? If not, is that discussed? Children have special rights in the event of a parent or caregiver's arrest or incarceration, and local police departments may have their own policies and procedures on protecting children when a parent is arrested. You can learn more in the Bill of Rights developed by San Francisco Children of Incarcerated Parents Partnership, and the paper Safeguarding Children of Arrested Parents by the International Association of Chiefs of Police.

CONCLUSION
To understand the importance of this work in our collections, it may help to look at an example of a school district changing policies in recognition of the fact that some children have formative negative experiences with police. In February 2017, a school district in Northampton, Massachusetts, ended a two-month old program called "High Five Fridays" in which elementary school students were invited to "high five" a police officer as they walked into school in the morning.^[3] The school district had largely positive responses from parents to the program, which was meant to inspire trust in students toward police officers. However, a number of parents contacted Chief of Police Jody Kasper to say that "their children — especially minorities and those who have had difficult experiences with the police — were uncomfortable with the officers’ presence.”^[4]

The police department and school district weighed the experiences of those children against the positive feedback they'd had from other parents and police officers themselves. Ultimately, "[c]oncerned that the education of those students might be harmed, Chief Kasper and the school district’s superintendent, John Provost, decided... to scrap the program."^[5] In the Northampton school district and police department's mutual decision to end High Five Fridays, we see an understanding of the fear and stress some children experience when interacting with police officers. Both organizations recognized the impact of negative police experiences in children's lives, and prioritized not exacerbating the trauma students may carry from those experiences.

Few books exist now that could serve as "mirrors" for children whose experiences with police have left them feeling intimidated, angry, or fearful. However, the authors of this toolkit are hopeful that the questions we present will help library staff identify the books that serve as "mirrors" as publishers, too, gain awareness of the need for these materials and increase their production. Even now, it is both possible and advisable for libraries to review the children's books about police currently on their shelves, and make informed decisions about which to keep, based on the needs of all children in their communities. It's what library staff do best.

RESEARCH
"A bill of rights." San Francisco Children of Incarcerated Parents Partnership, sfcipp.org

Alcindor, Yamiche. "In the turmoil over race and policing, children pay a steep emotional price." The New York times. N.p., 9 July 2016. Web. 13 Mar. 2017. <https://www.nytimes.com/2016/07/10/us/in-the-turmoil-over-race-and-policing-children-pay-a-steep-emotional-price.html?_r=1>.

Bishop, Rudine Sims. "Mirrors, windows, and sliding glass doors." Perspectives: choosing and using books for the classroom, v. 6, no. 3, Summer 1990.

Hannah-Jones, Nikole. "Yes, Black America fears the police. Here's why." The Huffington Post. N.p., 15 March 2015. Web. 13 Mar. 2017. <http://www.huffingtonpost.com/2015/03/05/black-america-police_n_6808506.html>.

"Know your rights: what to do if you're stopped by police, immigration agents, or the FBI." American Civil Liberties Union, www.aclu.org/know-your-rights/what-do-if-youre-stopped-police-immigration-agents-or-fbi

"Library Bill of Rights." American Library Association, ala.org/advocacy/intfreedom/librarybill

Morin, Rich, and Renee Stepler. "The Racial Confidence Gap in Police Performance." Pew Research Center. N.p., 29 Sept. 2016. Web. 21 Mar. 2017. <http://www.pewsocialtrends.org/2016/09/29/the-racial-confidence-gap-in-police-performance/>.

Newman, Jonah. "Trauma of witnessing police violence is not lost on children." The Chicago Reporter. N.p., 22 August 2016. Web. 13 Mar. 2017. <http://chicagoreporter.com/trauma-of-witnessing-police-violence-is-not-lost-on-children/>.

"Safeguarding children of arrested parents." International Association of Chiefs of Police, Bureau of Justice Assistance, US Department of Justice, August 2014, bja.gov/Publications/IACP-SafeguardingChildren.pdf

"Traffic stops." Bureau of Justice Statistics, Office of Justice Programs, https://www.bjs.gov/index.cfm?ty=tp&tid=702.

Victor, Daniel. "End to Police ‘High Five Fridays’ at Schools Roils a Massachusetts Town." The New York times. N.p., 21 Feb. 2017. Web. 21 Mar. 2017. <https://www.nytimes.com/2017/02/21/us/police-students-high-fives-northampton-massachusetts.html>.

RESOURCES FOR FURTHER EXPLORATION
"A bill of rights." San Francisco Children of Incarcerated Parents Partnership, sfcipp.org

"Little children, big challenges: incarceration." Sesame Street Workshop, sesamestreet.org/toolkits/incarceration

"Research." Campaign Zero, 16 Sept. 2015, joincampaignzero.org/research

"Talking with kids about race and racism." Oakland Public Library, 21 July 2016, oaklandlibrary.org/blogs/childrens-services/talking-kids-about-race-and-racism

"Teaching #blacklivesmatter." San Francisco Unified School District, sfusd.libguides.com/blacklivesmatter

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The authors are grateful to many organizations and their representatives, including the following, for their insight in creating this document:

Carol Burton, Alameda County Children of Incarcerated Parents Project, and the Time of Arrest Work Group
Oakland Police Department
Malachi Garza, Director of Community Engagement, W. Haywood Burns Institute for Juvenile Justice Fairness & Equity
Taina Vargas-Edmond, former State Advocate at the Ella Baker Center for Human Rights

Evaluating Children's Books about Police • Updated December, 2017 • oaklandlibrary.org

[1] Library Bill of Rights. http://www.ala.org/advocacy/intfreedom/librarybill

[2] Bishop, Mirrors and Windows

[3] Victor

[4] Victor

[5] Victor