How Books Get Banned--or Not--in Schools
Perceptions of censorship by Texas school library media specialists
Terri Boucher Vrabel

Censorship is a situation that brings those who seek to preserve their own ideology and values into conflict with those who support intellectual freedom. To preserve their values, individuals and groups often seek to control library and curricular materials in the public schools. This is the report of a study of Texas school library media specialists’ perceptions of the trends of censorship and the factors that effect the outcome of challenges.

The population for the current study was certified Texas library media specialists who serve in a public school library media center. A survey questionnaire was sent to 439 public school library media specialists in the state of Texas, representing 10 percent of the population. Two hundred and seventy-nine valid questionnaires were returned for a return rate of 63.6 percent. The survey questionnaire was divided into sections dealing with the demographics of the library and library media specialists, trends in censorship in the library media center, the existence of selection policies and the extent to which they are followed, and the level of support received during challenges and its effect on the outcomes.

Findings

Challenged Trend. Nearly 39 percent (108) of the library media specialists indicated that they believe challenges have been increasing during the last five years, while 25 percent (70) disagreed. The respondents reported 152 specific titles that have been challenged in Texas public schools. This is consistent with the 1995 report on a survey conducted by People for the American Way which reported an increase in the number of challenges of reading material in school systems across the nation. That report also found that Texas is second in the nation in the number of challenges, while also noting that some library media specialists reported that they had never had a challenge.

Objectors. According to the respondents, 58.79 percent (164) of the objectors were parents, 8.96 percent (25) were teachers, and the remaining 32 percent (90) were composed of students, administrators, organized groups, and board members. Contrary to the report of People for the American Way, this study did not show an increase in the number of organized groups that initiated challenges.

Nature of the Challenge. Respondents indicated that 26.16 percent (73) of the challenges was for sexual content in the material, 22.22 percent (62) for inappropriate language, and 19 percent (53) for occult or religious reasons. Discrimination was the concern in only 2.87 percent (8) of the cases. This is consistent with research by People for the American Way which reported that sexual content, language, and occult themes are the most frequent reasons for challenges.

Response to the Challenge. Nearly 40 percent (110) of the respondents indicated that the challenged material was retained, 15 percent (42) indicated that the material was restricted, 17 percent (48) said the material was removed, and three percent (8)indicated that the challenge was still in progress and had not been resolved.

Challenged Materials. The most challenged title was Scary Stories to Tell in the Dark with eight challenges followed by Halloween ABC with four challenges. Child of the Owl, Shiloh, and Beware of Kissing Lizard Lips each had three challenges. Among the sixteen titles that received two challenges are: The Witches, A Day No Pigs Would Die, Wrinkle in Time, The Giver, The Color Purple, The Adventures of Huckleberry Finn, Go Ask Alice, and Catcher in the Rye. These titles are the same as those on other lists of challenged materials. Scary Stories to Tell in the Dark was among the top ten most challenged books for the 1994–1995 school year according to People for the American Way. Additionally, some of the respondents reported that books by the following authors were often challenged: Stephen King, Dean Koontz, John Bellairs, Piers Anthony, Robert Cormier, Christopher Pike, Judith Krantz, Danielle Steel, and V. C. Andrews. Furthermore, two magazine titles were challenged: Young Miss and Rolling Stone. The respondents further reported that the following topics were often challenged in their districts: witchcraft, occult, sex education, romance novels, books with inappropriate language, and magazine advertisements.

Selection Policies. Over 82 percent (230) of the respondents indicated that their school district has a written selection policy, 8.6 percent (24) reported their districts do not have a selection policy and 7.89 percent (22) were unsure. Further, nearly 40 percent (110) indicated that the selection policy was always followed regardless of who made the challenge. That most of the districts had written selection policies is significant since research has shown that schools with selections policies are in a better position to handle challenges. Hopkins (1989), Chakot (1993), Fiske (1959), and Bracy (1982) all found that when a selection policy exists and is followed, the material has a greater chance of being retained. Nearly one-fourth (65) of the library media specialists reported, however, that some principals and superintendents ignored the selection policy and removed materials from the library media center. In addition, some library media specialists reported that they, too, removed materials when confronted by a challenger in order to avoid confrontations. One may thus conclude that one reason the retention percentage was not higher was that the policy was not always followed.

Support. Fifty-six percent (156) of the respondents indicated that their principal supports them in challenges to library materials, 10 percent (30) indicated that their principal does not support them in challenges, while one-third (93) did not have an opinion regarding the principal’s support. The support of the principal is crucial during challenges. Studies conducted by Dianne McAfee Hopkins in 1990 found that there is a 92 percent retention of challenged materials when the principal is supportive. However, 10 percent (30) of our survey respondents indicated that their principal did not support them in challenges. Hopkins reports that because of a feeling of isolation, librarians tend to comply with the wishes of their administrators and remove challenged materials. Several of the librarians commented that their principal withdrew materials from the collection and often sided with the challenger. Other respondents were told not to purchase certain types of materials that may be found objectionable.

Another finding was that 40 percent (106) of the respondents received support from their colleagues within the school during the most recent challenge, nine percent (27) did not receive support, and 52.33 percent (146) had no opinion regarding the level of support received from colleagues. Again, the Hopkins studies indicate that schools with an open climate of trust between faculty members resulted in greater retention of materials.

Eighty-three percent (231) of the respondents had no perception of support from the community during the most recent challenge. Over eight percent (24), on the other hand, received community support, while 8 percent did not receive support from the community. Thus, while 71 percent (198) of library media specialists believe that the support of community would result in retention of challenged materials, few sought and received support from the community. In addition to community support, 86 percent (241) of the respondents had no perception of support from professional organizations such as the Texas Library Association (TLA) or the American Library Association (ALA) during the most recent challenge. Over five percent (15) received support from the professional organizations, while eight percent (22) did not receive support from these groups.

Research indicates that the community and professional organizations rarely are aware of challenges being made to school library materials (Hopkins 1992). Yet, often when these groups are involved, the challenged material is retained. Thus, it was concluded that while library media specialists believe the support of the community and professional organizations would result in greater retention of materials, they seldom seek that support.

Factors Perceived to Influence the Outcome of Challenges

Selection Policy: Nearly 89 percent (248) of the respondents believed that a selection policy containing a procedure for selection and challenged materials provided an effective process for dealing with challenges to library materials. Further, 81 percent (226) believed that removal of challenged material could often be avoided when the selection policy was followed. Yet, in the comment portion of the survey, several respondents indicated that the selection policy was not always followed and that the principal or superintendent occasionally made the decision or simply withdrew the books from the shelves.

Further, 71 percent (199) of the respondents agreed that informal discussion with the challenger concerning the challenged materials could often resolve the issue. In the comment portion of the survey, some respondents indicated that objectors often challenge materials verbally, but will not follow through with the written complaint.

Finally, over 80 percent (225)of the library media specialists agreed that materials receiving favorable reviews by reputable review sources had a greater chance of being retained. Some respondents noted in the comment portion of the survey the importance of selecting materials wisely: selecting age appropriate materials, quality literature, and materials that support the curriculum.

Challenger: Thirty-four percent (95) of the respondents believed that challenges made by school personnel would usually result in removal or restriction of the material, 25 percent (69) disagreed, and 41 percent (115) had no opinion. Some of the respondents indicated in the comment section that when the parent was the challenger, their principal usually would side with the parent and remove the material from the collection.

Library Media Center: Ninety-four percent (262) of the library media specialists indicated that the media center plays in integral role in the school’s instructional program. Consequently, greater in-school support for the media center should prevail.

Support: Eighty-one percent (226) of the respondents indicated that library media specialists who have a good rapport with their school administrators and teachers could expect their support when dealing with challenges to library materials. Further, 82 percent (230) of the respondents indicated that when in-school support is received during the challenge, the material has a greater chance of being retained. Further, 71 percent (198) of the respondents agreed that when support is received from the community, including the media, that the challenged material has a greater chance of being retained. Finally, 64 percent (178) agreed that when support is received from professional organizations such as TLA and ALA that the challenged material has a greater chance of being retained.

Future Selections

Forty-nine percent (137) of the respondents agreed that when library materials are challenged, the library media specialist self-censors future selections, 23 percent (63) disagreed, while 28 percent (79) had no perception regarding this practice. In the comment portion of the survey, several respondents indicated that they self-censored either unconsciously or deliberately. Some said that they were encouraged by their administrators to avoid buying sensitive materials dealing with witches, occult themes, sexuality, gay rights, and drugs. Many who reported they had never had a challenge also commented that they selected wisely, indicating that they may be cautious in their selection to avoid censorship issues. Still others commented that their communities were very conservative and, therefore, the library media specialist ordered conservative materials that support the curriculum.

The results of this study have implications for library media specialists, educators, and all who are concerned with intellectual freedom.

Each school district should have a board adopted policy for selection of materials and procedures for handling challenges. Selections should be based on curriculum and instructional needs, quality of the literature, age-appropriateness, and representation of all points of view. The procedures for handling challenges should include informal discussion, written complaint form, and a district review committee to make the final decision.

The selection policy should always be followed, regardless of who made the challenge. The findings from this study indicate that when the selection policy is not followed, materials tend to be restricted or removed.

Implications

The initial oral challenge should be discussed informally between the library media specialist and the challenger. The library media specialist should inquire if the challenger has read the entire book and share with the challenger the favorable reviews of the book. The respondents in this study indicated that the issue could often be resolved with discussion and that the challenger was usually reluctant to follow through with a written complaint.

Library media specialists should strive to maintain a good rapport with their principals, faculty, students, parents, and the community. The support of these groups is crucial. To maintain healthy relationships, keep all groups informed of the library program and seek input for future selections.

Library media specialists should seek the support of the principal, faculty, community, media, and professional organizations such as the Texas Library Association and the American Library Association during a challenge. The respondents agreed with previous research that indicated when in-school support is received as well as that of the community and professional organizations, the material has a greater chance of being retained.

In conclusion, this study concerned itself with the issue of censorship of public school library materials in the state of Texas and librarians’ perceptions of the factors that influence the outcome of challenges. Censoring began in ancient Rome and has continued in many forms through the centuries and across the nations until finally the schools have come under the watchful eye of the censors. Harold O. Rugg, author of a challenged textbook series during the 1930s and 1940s defended intellectual freedom when he countered the would-be censors. He stated:

Censor the schools and you convict yourselves by your very acts as the most subversive enemies of democracy. Censor education and you destroy understanding. . . nothing but an education in the whole of American life will build tolerant understanding of our people and guarantee the perpetuation of democracy.

References

Attacks on the freedom to learn 1994–1995. Washington, D.C.: People for the American Way, 1995.

Bracy, Pauletta Brown. "Censorship and selection policies in public senior high school library media centers in Michigan." Ph.D. diss., University of Michigan, 1982.

Chakot, Mary Jane. "An analysis of censorship in Pennsylvania: Findings and implications. Ed.D. diss., Indiana University of Pennsylvania," 1993. Abstract in Dissertation Abstracts International 54: 792.

Fiske, Marjorie. Book selection and censorship: a study of school and public librarians in California. Berkeley: University of California Press, 1959.

Hopkins, Dianne McAfee. "Toward a conceptual model of factors influencing the outcome of challenges to library materials in school settings," Library and Information Science Research 11, n. 3 (Fall 1989): 247–271.

——— "Factors influencing the outcome of library media center challenges at the secondary level," School Library Media Quarterly 18, n. 4 (Winter 1990): 229–243.

———"Perspectives of secondary library media specialists about material challenges," School Library Media Quarterly 21, n. 1 (Spring 1992): 15–23.

Rogers, Donald J. Banned! Book Censorship in the Schools. New York: Julian Messner, 1988. J