Redefining Black Beauty in a Children’s Book

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

attached

Comments for author File: Comments.pdf

Author Response

We appreciate the reviewer's comments.

The intersection of birthmarks and the main character's mocha-colored skin, and blackness with standards of beauty is intentional in our writing. The book celebrates the main character's blackness and birthmarks. Darker-skinned individuals, those with birthmarks and/or distinct features are underrepresented in children's literature and is a theme that is a through-line in the essay.

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

The book's personal connection with the author and the author's family is certainly compelling here and the perspectives of parent and child here are useful. The article does make valid points about the need for more diversity in books for children. However, there are areas here where there should be more expansion. For example,  "Part 4"  about "Underrepresentation of Black Characters in Children's Literature" here is not developed enough. There needs to be more acknowledgement and attention placed about texts  focusing on Black youth beyond  The Brownies Book as well as The Snowy Day. Other books have certainly been published  in the 20th and 21st century that the author could mention in this section of the article too.  In addition, it would be useful for the author in this section to include a discussion of  scholarly books about literature for children that address the way black youth are depicted. In that way, we could see what kind of intervention this article offers. I also think that inclusion of Black feminist epistemology and citing of specific scholars  in this realm would strengthen the book. 

Author Response

Thank you for your feedback on this section. We agree that the inclusion of additional books mentioned and have done so.

"For example, "Part 4"  about "Underrepresentation of Black Characters in Children's Literature" here is not developed enough. There needs to be more acknowledgement and attention placed about texts  focusing on Black youth beyond  The Brownies Book as well as The Snowy Day. Other books have certainly been published  in the 20th and 21st century that the author could mention in this section of the article too."

"In addition, it would be useful for the author in this section to include a discussion of  scholarly books about literature for children that address the way black youth are depicted. In that way, we could see what kind of intervention this article offers."

We also agree with the need to include scholarly books and have included in the revisions.

"I also think that inclusion of Black feminist epistemology and citing of specific scholars in this realm would strengthen the book." 

We included this in the revisions noted below.

The landscape of children’s literature has long been marked by a lack of diversity, particularly in representations of Black characters. When we began writing Beauty With A Birthmark, the underrepresentation was evident in books that sought to address birthmarks. Two prominent books were Buddy Booby’s Birthmark (2007) and Sam’s Birthmark (2013). While both books address birthmarks, they leave a pronounced void in representation. Buddy Booby’s Birthmark, for example, features a stork as a presumably male protagonist, a well-meaning but distant choice for children yearning for human characters they can see themselves in. Similarly, Sam’s Birthmark places a white male at the center of its narrative, which again reflects the dominant trend in children’s literature: white male characters as main characters. Both stories, while valuable in their lessons about acceptance and physical difference, fail to provide children of color, particularly Black children, with protagonists who resemble them and affirm their experiences. Such omissions reinforce the notion that Black children are either invisible or not deemed worthy of being central figures in stories about self-acceptance and beauty. This realization was a catalyst for Beauty With A Birthmark, a story where a Black child with her unique birthmark can stand proudly at the center. Through this work, we challenge the homogeneity of children’s literature and offer a narrative that celebrates Black beauty, inclusivity, and the individuality of all children.

Nancy Larrick brought the lack of representation in non-white children’s literature to national attention in her seminal 1965 article, “The All-White World of Children’s Books,” published in the The Saturday Review. In her article, Larrick exposed the pervasive racial exclusion in children’s books, revealing that 7% of the 5,206 children’s books published between 1962 and 1964. Even more troubling is the fact that when Black characters were present, they were often relegated to secondary roles or depicted through stereotypes: “many children’s books which include a Negro show him as a servant or slave, a sharecropper a migrant worker, or a menial,” reinforcing a social and racial inferiority than empowerment. 

 

Reviewer 3 Report

Comments and Suggestions for Authors

This article explores themes of Black self-acceptance through an exploration of the personal experiences of the author and her daughter. It outlines the inspiration and motivation behind their co-writing journey. This led to the publication of the children's book, Beauty with a Birthmark, which challenges traditional beauty standards. The article also reflects on the barriers encountered in their publishing journey and concludes commenting on the importance of 'inclusive literature'.

This submission constitutes a valuable article, generally clear, relevant, and well-presented. In particular, I like how it draws on personal recollections and reflections. I recommend publication in Humanities subject to some minor revisions to strengthen what is already here. In general, the manuscript could benefit from further development of some sections and from engagement with the work of some additional scholars.

1. The second paragraph of section one (25-25), for instance, could be expanded to discuss more in depth the persistence of Eurocentric beauty standards and how this impacts their lives as well as how these negative effects can be mitigated via literature/creative writing.

2. Section four (97-122) could benefit from an engagement with the work of Michel J. Dumas and Joseph Derrick Nelson, ((Re)imagining Black Boyhood), Robin Bernstein (Racial Innocence), and Ibram X. Kendi.

3. In section eleven (322-351), I would have liked to hear more details about the various events in which they participated and a bit more reflection on what they hoped to gain from those experiences as well as their sense of what they imparted.

 

Author Response

The second paragraph of section one (25-25), for instance, could be expanded to discuss more in depth the persistence of Eurocentric beauty standards and how this impacts their lives as well as how these negative effects can be mitigated via literature/creative writing.

We appreciate your thoughts on this portion of the essay. We decided not to place more focus in this area.

2. Section four (97-122) could benefit from an engagement with the work of Michel J. Dumas and Joseph Derrick Nelson, ((Re)imagining Black Boyhood), Robin Bernstein (Racial Innocence), and Ibram X. Kendi.

Thank you for the resources. After reviewing the references, we felt that there was a better fit in Anjali, et al. “What we teach about race and gender: Representation in images and text of children’s books.” The Quarterly Journal of Economics, vol. 138, no. 4, 31 Aug. 2023, pp. 2225–2285, https://doi.org/10.1093/qje/qjad028. We cited this reference in the following:

Inclusive literature celebrates the richness of human diversity by weaving together narratives that reflect the interconnectedness of various spects of identity. As noted by Adukia, et al, “we also draw on a central insight from the study of intersectionality. Different aspects of identity—such as race, gender identity, class, sexual orientation, and disability—do not exist separately from each other but are inextricably linked.” This understanding emphasizes the importance of moving beyond single-dimension portrayals in literature to acknowledge the complexity of individual and collective experiences. When children’s books embrace intersectionality, they provide authentic representations that resonate with readers from all walks of life.

3. In section eleven (322-351), I would have liked to hear more details about the various events in which they participated and a bit more reflection on what they hoped to gain from those experiences as well as their sense of what they imparted.

We feel that we addressed this as written below:

In addition to schools and universities, we’ve had the pleasure of participating in Storytime and Local Authors Events at Barnes & Noble in Chandler Mall, where we connected with families and fellow authors to celebrate the importance of diverse children's literature.

The Phoenix Children’s Hospital Dermatology Department also purchased copies to provide for their patients, furthering our mission to empower children with visible differences. Jessica had an incredible opportunity to be a special guest for the Wild 'N Out Tour in Phoenix, where she was recognized as an Ncredible Changemaker. She shared her book with celebrities, spreading the message of self-acceptance to an even broader audience.

Our media engagements on Good Morning Arizona (3TV) and Arizona Horizon (PBS) helped amplify the book’s message across Arizona. Additionally, Beauty With a Birthmark is listed on the Vascular Birthmarks Association’s Children’s Book List, making it a valuable resource for families affected by vascular birthmarks.

Through these experiences, Beauty With A Birthmark has continued to inspire children and adults to embrace individuality. These engagements spark meaningful conversations about beauty, identity, and self-acceptance, and we look forward to expanding our reach to empower even more communities.

Reviewer 4 Report

Comments and Suggestions for Authors

The sentence that begins on line 125 has subject-verb problems. Otherwise the writing is good

Summary: This article is linked to the book that the author did with her daughter concerning the effects of the daughter's birthmark. It considers the ways that such an anomaly can be shifted from a mark of shame to a mark of individuality and beauty. It considers the ways in which beauty is associated with flawlessness and conventional Western appearance.   Recommendations: As I noted in my original comments, this piece blends some analysis with  a much stronger personal commentary. If this is intended for the special issue of African American children's literature, it works as a case study. To give it more analytical substance, I would suggest distinct commentaries on race/ethnicity and birthmarks. Both involve physical appearance often associated with the skin, but the significance of them is quite different. "Race" is a social construct used, among other things, to mark a group as superior or inferior. Birthmarks, on the other hand, are individual skin marks that often lead to the ridiculing or ostracizing of that individual. Such marks cross racial/ethnic divisions and thus do not have the same social meaning. I believe that making this distinction would enhance the article.   Specific comments: I believe that treating the issue I raise here would affect several parts of the article. There is not a set of specific changes that can be made until this larger issue is addressed.

Author Response

To give it more analytical substance, I would suggest distinct commentaries on race/ethnicity and birthmarks. Both involve physical appearance often associated with the skin, but the significance of them is quite different. "Race" is a social construct used, among other things, to mark a group as superior or inferior. Birthmarks, on the other hand, are individual skin marks that often lead to the ridiculing or ostracizing of that individual. Such marks cross racial/ethnic divisions and thus do not have the same social meaning. I believe that making this distinction would enhance the article

 

The sentence that begins on line 125 has subject-verb problems. 

For marginalized students of any minority, being able to read literature that reflects their identities assists educators in creating inclusive learning environments that support the success of all students.

Specific comments: I believe that treating the issue I raise here would affect several parts of the article. There is not a set of specific changes that can be made until this larger issue is addressed.

Your feedback is appreciated in the aforementioned areas. We chose not to focus on race/ethnicity and birthmarks, but have added information about intersectionality as listed below:

By layering identities and portraying everyday experiences alongside Jessica’s uniqueness , our book offers readers a broader understanding of beauty and acceptance, challenging the conventional notions about normality and difference.

Inclusive literature celebrates the richness of human diversity by weaving together narratives that reflect the interconnectedness of various aspects of identity. As noted by Adukia, et al, “we also draw on a central insight from the study of intersectionality. Different aspects of identity—such as race, gender identity, class, sexual orientation, and disability—do not exist separately from each other but are inextricably linked.” This understanding emphasizes the importance of moving beyond single-dimension portrayals in literature to acknowledge the complexity of individual and collective experiences. When children’s books embrace intersectionality, they provide authentic representations that resonate with readers from all walks of life. 

Reviewer 5 Report

Comments and Suggestions for Authors

"Redefining Black Beauty in Children's Book" is a very good paper. Though the main structure of the paper is narrative, the authors still find a logical arrangement and connection of the parts, and their lived experiences, to make the work academically sound and critical. The process of subjective creativity and engagement with a real-life issue offers the authors a window to a critical revelation and evaluation of human health, healthcare delivery, and the publishing industry--the latter two being "gatekeepers" to both mental (psychological) and physical well-being of a person. Thus, in some way, the old Latin adage--"mens sana in corpore sano" (a sound mind in a sound body)--concretizes in the authors' experiences. The reader is captivated by this revelation as the authors allow us to take a peek with them at the inner workings of the real world, the American world, amidst race relationships. Within this structure, the authors also reveal the critical disadvantage females face in the context of what the dominant white culture of the US or the Western world regards as "beautiful." The authors are on the warpath (as a metaphor) assailing not only the monocultural concept of beauty but, by the end of the book, have gathered and empowered an impressive army of liberated characters who, erstwhile, have been marginalized and excluded from the world of beauty because they have "various skin conditions like Mongolian spots, port wine stains, moles, and freckles" (line 94). The authors do not confine their work and its intended impact to the US; they make their cause global by taking Beauty With A Birthmark to South Africa and Nigeria, the latter because the "vibrant illustrations were designed by [the] Nigerian illustrator Awele Emili, a free-lance artist" (lines 230-231).

The originality of the work is indubitable. Only the authors could narrate the creative process involved in Beauty With A Birthmark on which the foundation of the paper, "Redefining Black Beauty in Children's Literature," is concretized. It is this originality that also imbues the paper with scholarly significance. The authors' important research reveals the "disheartening findings" and woeful underrepresentation of Black characters in children's books: "According to a study by the Cooperative Children's Book Center, only 11.9 percent of children's books published in 2018 featured Black characters" (lines 101-103). The authors argue logically and convincingly for an inclusive children's literature: "All children seeing characters that look like them in the books they read validates their experiences, raises their self-esteem, and fosters belonging" (lines 125-126). This is quite insightful, and it emanates from the authors' experience. It is also an important awareness that needs constant recognition and reaffirmation in all parts of the world, but particularly in the US, at a time that the concept and practice of the principles of diversity, equity, and inclusion (DEI) have come under unfounded hostility by well-placed leaders whose principal way of political ascendancy and power is to fan the flame of division in which minority citizens and immigrants, already among the "wretched of the earth" (to borrow Franz Fanon's phraseology), become disposable.

"Redefining Black Beauty in Children's Book" possesses a distinguishing clarity of thought, organization, and presentation. It is well-written in standard English. The related literature review is important, and the references are relevant and painstakingly presented in acceptable academic standards. The authors (or the editors) should, however, correct the following minor errors: (1). insert "Children's" between "Cooperative" and "Book" (line 133). (2). On the References, delete one of the repeated entries on "Family's New Book..."  (lines 366-367, and 379-380).  

            

      

Author Response

Thank you for your feedback. We agree with your recommendations and they are addressed below:

(1). insert "Children's" between "Cooperative" and "Book" (line 133).

and improve overall student well-being (Yeager & Walton). For instance, in  the 2019 Cooperative Children’s Book Center (CCBC) Study, a young student of color shared:

(2). On the References, delete one of the repeated entries on "Family's New Book..."  (lines 366-367, and 379-380).  

Alter, Alexandra, and Elizabeth A. Harris. “Publishing Pledged to Diversity. Change Has Been Slow.” The New York Times, The New York Times, 28 Feb. 2024, www.nytimes.com/2024/02/28/books/publishing-books-poc-dei.html.

Anderson, Porter. “Diversity in US Publishing: “The New Lee & Low Report.” Publishing Perspectives, 22 June 2024, publishingperspectives.com/2024/02/diversity-in-us-publishing-the new-lee-low-report/.

Bishop, Rudine Sims. "Mirrors, Windows, and Sliding Glass Doors." Perspectives: Choosing and Using Books for the Classroom, vol. 6, no. 3, 1990, pp. ix–xi.

Cooperative Children's Book Center (CCBC). “Books by and About Black, Indigenous and People of Color (BIPOC) Published for Children and Teens.” CCBC Diversity Statistics, 2019, ccbc.education.wisc.edu/literature-resources/ccbc-diversity-statistics/books-by-about-poc-2019/.

“Family’s New Book Raises Awareness for Birthmarks.” Kent State University, www.kent.edu/ehhs/news/familys-new-book-raises-awareness-birthmarks. Accessed 16 Oct. 2024.

Horne, David. “The Politics of Black Book Publishing.” Practical Politics, 10 Mar. 2023.

Removed for peer-review

Mcgee, Celia. “The First Magazine for Black Children Is Revisited, Its Message Still Resonant.” The New York Times, The New York Times, 9 Oct. 2023, www.nytimes.com/2023/10/09/books/new-brownies-book-karida-brown-charly-palmer.html.

Myers, Walter Dean. "Where Are the People of Color in Children’s Books?" The New York Times, 15 Mar. 2014, https://www.nytimes.com/2014/03/16/opinion/sunday/where-are-the-people-of-color-in-childrens-books.html.

Round 2

Reviewer 2 Report

Comments and Suggestions for Authors

I would advise that the author go through and doublecheck to make sure that all sources are referenced  in the correct manner.  While there has been some improvement in terms of the author trying to provide more contextualization  for the argument and more detail, this article would still benefit from more research .  I am not dismissing the importance of the Larrick article , but the reality is there are also other publications on race and literature about children that the author could also  reference. I also recommend the author consulting ( and citing)  Brown Gold: Milestones of African American Children's Picture Books, 1845-2002  (author Michelle Martin, published in 2004, Routledge Press) for some context.  It would be available at libraries. There is information about the book on the Routledge website. I also recommend the book Who Writes for Black Children?: African American Children's Literature Before 1900 ( editors Katherine Capshaw and Anna Mae Duane, published by University of Minnesota Press in 2017) for context. I found information about it on a  library website. I also recommend looking for sources available on JSTOR and MLA International Bibliography.  The point I am trying to make is that books such as the ones I mentioned  ( and others the author may come across) are important to cite to show  the intervention this article is making.

Author Response

Comments 1: I would advise that the author go through and doublecheck to make sure that all

sources are referenced  in the correct manner. 

Response 1:  Your comments are appreciated. I'm not sure which references are specific to this comment, but I will include the revisions, if any after another careful review.

Comment 2: While there has been some improvement in terms of the author trying to provide more contextualization  for the argument and more detail, this article would still benefit from more research .I am not dismissing the importance of the Larrick article , but the reality is there are also other publications on race and literature about children that the author could also  reference. I also recommend the author consulting ( and citing)  Brown Gold: Milestones of African American Children's Picture Books, 1845-2002  (author Michelle Martin, published in 2004, Routledge Press) for some context.  It would be available at libraries. There is information about the book on the Routledge website. I also recommend the book Who Writes for Black Children?: African American Children's Literature Before 1900 ( editors Katherine Capshaw and Anna Mae Duane, published by University of Minnesota Press in 2017) for context. I found information about it on a  library website. I also recommend looking for sources available on JSTOR and MLA International Bibliography.  The point I am trying to make is that books such as the ones I mentioned  ( and others the author may come across) are important to cite to show  the intervention this article is making.

Response 2: Thank you for your feedback and recommendations that included resources. I decided to leave the content as is. While I can continue to add research ad naseum, I believe research included is sufficient for the essay.

Round 3

Reviewer 2 Report

Comments and Suggestions for Authors

The essay, as stands, does not contain a breadth  in acknowledging  scholarship in academic sources that one expects in peer-reviewed journal articles.  Overall, the essay does not fully succeed in offering new insights on the topic of representations of race in literature for youth.