Thesis Format
Monograph
Degree
Doctor of Philosophy
Program
Library & Information Science
Supervisor
Rothbauer, Paulette
Abstract
This dissertation draws on narrative inquiry in concert with critical approaches to racial equity to explore Black youth perceptions and experiences of Canadian public library and community-based youth programs. The study was conducted in London (Ontario) with Black youth aged 13 to 24 years old and caregivers or parents of youth (hereafter referred to as parents). Data was drawn from semi-structured interviews with youth and parents. An arts-based qualitative tool, Personal Meaning Mapping (PMM), was also used with youth. The study goals were to understand why some youth choose community-based services for education and learning programs and how this might relate to experiences or perceptions of anti-Black racism in public libraries. It also sought to identify programs that help youth with challenges they face and identify opportunities for public libraries to support them. As a corollary, it explored family engagement decisions to identify factors that motivate youth and parents to seek specific programs and spaces. Libraries were identified as safe and welcoming community spaces that reminded youth of positive childhood experiences and relationships with loved ones. However, they also identify how perceptions of anti-Black racism impact their experiences. Particularly, they feel their cultures, identities, and histories are often poorly represented in public library spaces and collections. Youth and parents also identify challenges with perceptions of implicit bias in interactions with library staff. Youth and parents often select programs with a more expansive and inclusive approach to Black identities and experiences. Desirable programs often feature a race-conscious approach and positive approaches to their identity that help them to address structural barriers. Youth are also drawn to programs that feature supportive and caring leaders. Approaches to representation and inclusion found in culturally supportive and sensitive community-based programs have strong possibilities for Canadian public libraries. Recommendations include deliberate programmatic and institutional approaches to significantly improve the representation of Black identities, cultures, and histories, strengthen relationships with partner organizations, create identity-affirming programs and mentoring opportunities, and address performative approaches to inclusion to improve relationships with Black communities. Longer-term attention to mitigating persistent structural issues and meaningful consultation is recommended.
Summary for Lay Audience
This dissertation draws on narrative inquiry in concert with critical approaches to racial equity to explore Black youth perceptions and experiences of Canadian public library and community-based youth programs. The study was conducted in London (Ontario) with Black youth aged 13 to 24 years old and caregivers or parents of youth (hereafter referred to as parents). Data was drawn from semi-structured interviews with youth and parents. An arts-based qualitative tool, Personal Meaning Mapping (PMM), was also used with youth. The study goals were to understand why some youth choose community-based services for education and learning programs and how this might relate to experiences or perceptions of anti-Black racism in public libraries. It also sought to identify programs that help youth with challenges they face and identify opportunities for public libraries to support them. As a corollary, it explored family engagement decisions to identify factors that motivate youth and parents to seek specific programs and spaces. Libraries were identified as safe and welcoming community spaces that reminded youth of positive childhood experiences and relationships with loved ones. However, they also identify how perceptions of anti-Black racism impact their experiences. Particularly, they feel their cultures, identities, and histories are often poorly represented in public library spaces and collections. Youth and parents also identify challenges with perceptions of implicit bias in interactions with library staff. Youth and parents often select programs with a more expansive and inclusive approach to Black identities and experiences. Desirable programs often feature a race-conscious approach and help them to address structural barriers. Youth are also drawn to programs with supportive and caring leaders. Approaches to representation and inclusion found in culturally supportive and sensitive community-based programs have strong possibilities for Canadian public libraries. Recommendations include deliberate programmatic and institutional approaches to improve the representation of Black identities, cultures, and histories, strengthen relationships with partner organizations, create identity-affirming programs and mentoring opportunities, and address performative approaches to inclusion. Longer-term attention to mitigating persistent structural issues and meaningful consultation with Black communities is recommended for the future.
Recommended Citation
Matthews, Amber, "Advancing Anti-Racism in Public Libraries for Black Youth in Canada" (2024). Electronic Thesis and Dissertation Repository. 10082.
https://ir.lib.uwo.ca/etd/10082