Graduation Year

2026

Date of Submission

4-2026

Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Department

Psychology

Reader 1

Dr. Heidi Blocker

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2026 Jordan S. Baffour

Abstract

Children’s media plays a significant role in shaping social, emotional, and cognitive development, yet the representation of racial identities within this media remains disproportional. The present study examines how different types of Black representation in children’s shows [no representation, stereotypical representation, and positive representation] impact Black children’s self-esteem, racial identity, racial esteem, sense of in-group belonging, and happiness. Past literature displays that negative or limited representations of Black identities can lead to the internalization of harmful stereotypes and a decreased sense of self-esteem, while positive representations are associated with stronger racial identity and psychological well-being. To investigate these relationships, this study proposes an experimental design in which Black children aged 7 to 11 years old are exposed to different forms of black representation from children's shows, and are assessed by self-report measures taken before and after viewing. It is hypothesized that children exposed to no Black representation, or stereotypical Black representation, will report lower and mixed outcomes of racial identity and self-esteem, while those who are exposed to positive black representation will report higher levels of self-esteem and racial identity. The goal of this research study is to provide insight into how the media influences identity development and to highlight the importance of not only diverse representation in children’s media but accurate representation as well.

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