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Book bans in political context: Evidence from US schools
Marcelo S O Goncalves1, Isabelle Langrock2,3, Jack LaViolette4,5
1Duke University, Sanford School of Public Policy, Durham, NC 27708, USA.
Book bans in US schools surged in 2021-2022, disproportionately targeting children's books by authors of color. This trend appears to be symbolic political action rather than censorship, as national interest in banned books remains unaffected.
Area of Science:
- Social Sciences
- Political Science
- Education Policy
Background:
- Book banning incidents reached unprecedented levels in US school districts during the 2021-2022 school year.
- Censorship and book bans have become prominent in partisan political discourse, yet empirical research on their specifics is limited.
Purpose of the Study:
- To empirically investigate the content, predictors, and repercussions of the recent surge in book bans in US school districts.
- To analyze the characteristics of banned books and the demographic profiles of their authors and characters.
Main Methods:
- Utilized a dataset of 2,532 book bans from PEN America during the 2021-2022 school year.
- Integrated county-level administrative data, book-level digital trace data, book sales data, and author demographic information.
Main Results:
- Banned books were disproportionately by authors of color and featured characters of color, particularly in children's literature.
- Book bans were more prevalent in right-leaning counties experiencing shifts toward less conservatism.
- National and state-level interest in banned books showed no significant impact post-banning.
Conclusions:
- Recent book banning in the US appears to function as symbolic political action aimed at mobilizing specific voter blocs.
- The targeting of low-interest children's books with diverse characters suggests a strategic rather than purely suppressive motive.
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