More Than a Name: Identity, Culture, and Representation in Children's Picturebooks

ABSTRACT

This article explores how names, name stories, and naming picturebooks affirm children's identities and foster inclusive classroom environments. Drawing on interviews with seven cultural insiders, educators from diverse linguistic and cultural backgrounds, the study examines real‐life naming experiences alongside representations in multicultural picturebooks. Through grounded theory methods, employing open coding and thematic analysis, the findings highlight the emotional and cultural significance of names and the consequences of mispronunciation or name alteration in educational settings. Picturebooks such as Becoming Vanessa and Say My Name serve as critical tools for identity affirmation, empathy, and teaching students about names. Pedagogical implications for using naming stories in early childhood and elementary classrooms include emphasizing culturally sustaining practices, read‐alouds, and community building to honor every child's name and background.