Conclusion

Research shows that the frequency and portrayal of social identities in educational materials in the United States has an effect on how and what students learn. This report examined more than 160 studies, which used different methodologies, to detect patterns in what students are exposed to through children’s books, textbooks, software programs, and other educational materials.

While there has been some progress in representation of different racial/ethnic, and gender groups, characters who represent marginalized groups are still underrepresented. Several studies note progress made in materials, yet individual materials are not the same as widely used and distributed textbooks. Even when characters of diverse racial, ethnic, and gender groups are represented, these may not be accurate depictions. Some cases may reinforce stereotypes, limit portrayals and roles, and present inaccuracies.

This research review coalesces around the need for three things in educational materials:

• Create a sense of belonging: A fuller story of the United States, its people, and demographic subgroups is needed. For students to affirm they are part of learning environments and communities, demographic subgroups in the United States need to be woven into American history curricula and represented in educational materials.
• Develop cultural authenticity: Several of the studies noted the cultural background of content creators and whether that background was the same as that of the primary characters. When choosing and developing educational materials, examine not just the characters and activities but also the creator's ability to authentically represent complex depictions.
• Recognize nuanced identity: Details of stories, such as interactions and relationships between characters, names, clothing, and variation within groups, are important. Presenting character details can support students in identifying, relating, and connecting to a variety of careers, disciplines, and hobbies.

The research suggests that a lack of representation and narrow and stereotypical portrayals create missed opportunities for all students, preventing them from fully understanding how various racial, ethnic, and gender groups have been a part of and are a part of the American narrative. It creates missed opportunities for many students to have mirrors of themselves as well as many students to have windows that present fuller understanding of the complexities and nuances of people within different social groups. The incorporation of culturally responsive education materials not only supports students’ understanding of self and peers, but it enhances their connection to learning and expands their imagination and awareness of what is possible.