Some may take their proximity to books for granted–having casual and regular access to them physically or online. However, this reality could not be further from the truth for many Baltimore Residents residing in a Book Desert.
Colorado State University defines a Book Desert as a “place where individual households are more likely to have fewer than 100 books in their homes” (Ashby). Through a geological analysis, it was discovered that a striking number of areas across the U.S. are Book Deserts–including many in Baltimore (Ashby).
Though coined by Unite for Literacy in the mid-2010s, Book Deserts are an unfortunate byproduct of underlying issues like redlining.
Redlining is a practice begun in Baltimore in the 20th century, in which “working-class people, low-class whites, foreigners, and Black people” were residents designated as ‘Code Red’–“risky investments” to receive home loans, compared to residents in predominantly white areas. Those in power deemed the practice a ‘success’ and spread it to other places throughout the country. Although the 1986 Fair Housing Act attempted to right the wrongs, decades of redlining have left such redlined areas “severely impacted by a host of economic disparities…environmental health hazards, police brutality, and access to public and free transit” (Toval).
Likewise, schools and educational facilities are also affected. In Baltimore alone, there are over 50 Title I Schools–those in which the majority of students live in poverty (Baltimore County Public Schools). Such schools receive less funding, meaning less money can be allocated for books.
On a broader level, the problem magnifies. Randi Weingarten, an American labor leader and educator, has established that 45% “of our nation’s children live in neighborhoods which lack public libraries and stores that sell books, or in homes where books are an unaffordable or unfamiliar luxury.” This makes it more challenging for parents to purchase books–or ones in good condition–for their children and for educators to supply books in the classroom. Overall, “32.4 Million American children” are impacted by these conditions (End Book Deserts).
This is an unfortunate reality for many. On the one hand, in the face of such overwhelming opposition, it can be difficult to justify spending money on books when putting food on the table is a daily, pressing concern. However, books are fundamental for childhood development, no matter what. As stated by the Child Mind Institute, they are “an important tool for helping children develop empathy” (Sheldon-Dean). When exposed to books about those who live differently–in a different place, under a different religion, etc. –they can better understand and appreciate these people and their “cultures, lifestyles, and perspectives” (Sheldon-Dean).
Additionally, reading from a young age exponentially benefits children when it comes to getting ahead in school and becoming well-rounded adults, as depending on what they read, they can develop a thorough pool of background knowledge on various subjects. These are only a few of the benefits of reading, not to mention the emotional bonds it can forge between parent and child (Sheldon-Dean).
However, these benefits are for naught if Book Deserts continue to exist or if systems of power continue to stand in a child’s way of reaching their fullest potential. In the face of such threats, organizations like the Maryland Book Bank–alongside book donations and volunteers–are paramount for hosting books for children, parents, and educators, delivering books directly to these groups, and providing high-quality and memorable experiences for all involved in the organization and its mission. Acknowledging the problem of Book Deserts is not enough: we must stand against them, united and dedicated to tilting the scale in the other direction for the benefit of the next generation.
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