Guided by critical race theory, this study conducted a critical content analysis of 30 children’s books centered on names, published in English from 2003 to 2023. The analysis of the books found that microaggressions related to unique names occurred across genders and ethnicities, though they primarily affected children of color and those from immigrant families. Mispronunciation of their names often led child protagonists on a journey from self-negation to self-affirmation before they fully embraced their culture and sense of self. Many books depicted parents, particularly mothers, as unwavering advocates, encouraging their children to retain their original names rather than adopt English alternatives. The analysis also revealed that teachers often played dismissive roles in these stories, despite many of these incidents occurring in classroom settings. This study calls on early childhood teachers to acknowledge the ongoing impact of these microaggressions. Educators should engage students in discussions of more complex narratives that explore the inner struggles of child protagonists as they navigate identity and belonging, finding books that serve as faithful mirrors, crystal-clear windows, and effortlessly gliding doors.
Shuling Yang (2025) studied this question.