ORIGINAL PAPER Stories of Multiracial Experiences in Literature for Children, Ages 9–14 Amina Chaudhri • William H. Teale Published online: 17 January 2013 Ó Springer Science+Business Media New York 2013 Abstract This study analyzed 90 realistic novels written and published in the United States between the years 2000 and 2010 and featuring mixed race characters. The researchers examined specific textual features of these works of contemporary and historical fiction and employed Critical Race Theory to contextualize the books within paradigms about multiracial identity. Findings indicated three broad trends in representations of mixed race identity with an almost equal number of novels falling among three descriptive categories. Books in the Mixed Race In/Visibility category depicted stereotypical experiences and provided little or no opportunity for critique of racism. Mixed Race Blending books featured characters whose mixed race identity was descriptive but not functional in their lives. Mixed Race Awareness books represented a range of possible life experiences for biracial characters who responded to social discomfort about their racial identity in complex and credible ways. This study has implications for research and pedagogy in the fields of edu- cation and children’s literature as they expand to become more inclusive of this type of diversity. Keywords Mixed race Á Biracial Á Multiracial Á Children’s literature Á Multicultural literature Amina Chaudhri is an Assistant Professor in the Teacher Education Department at Northeastern Illinois University in Chicago. She teaches courses in Reading and Language Arts. William H. Teale is Professor of Literacy, Language and Culture at the University of Illinois, Chicago. He teaches courses in Children’s and Adolescent Literature. A. Chaudhri (&) Northeastern Illinois University, 5500 N. St. Louis Avenue, LWH 4019, Chicago, IL 60625, USA e-mail: a-chaudhri@neiu.edu W. H. Teale University of Illinois at Chicago, 1040 West Harrison Street (MC 147), EPASW Room #1230, Chicago, IL 60607, USA 123 Children’s Literature in Education (2013) 44:359–376 DOI 10.1007/s10583-013-9196-5