Date of Award
Fall 10-21-2022
Document Type
Dissertation (799 registration)
Degree Name
Master of Arts in Teaching English as a Second Language
Department
Graduate Studies
Committee Chair
Schmidt Olson, Marlee J
Abstract
Abstract
This project aimed to determine whether Leveled Literacy Intervention (LLI) curriculum represents diversity in the books in a way that reflects the diversity of students in Fargo Public Schools (FPS). I used the green system in LLI curriculum level B-level I, which represents first grade. For this study, I analyzed eighty books total (lesson 21-lesson 100) based on the Fargo Public Schools definition of diversity. This method was a good match for my research question because it included gender/age, race/ethnicity, socioeconomic, religion, disability, and culture which Fargo Public School includes in its description.
After reviewing and completing a content analysis of each book regarding the diverse elements that match the FPS description of diversity to represent socio-economic backgrounds, cultures, races/ ethnicities, religions, and sexual orientations, a common tendency was found: most of the books showed a lack of diversity. The list below shows which characteristics/elements were presented in a diverse way and which do not.
- Race/Ethnicity was represented in a diverse way
- Socio-economic status was not represented in a diverse way
- Culture was not represented in a diverse way
- Religion was not represented in a diverse way
- Sexual orientation was not represented in a diverse way
- Disability was not represented in a diverse way
Recommended Citation
Qarini, Hala, "Diversity in Children's Books" (2022). Dissertations, Theses, and Projects. 725.
https://red.mnstate.edu/thesis/725
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons, Gender Equity in Education Commons, Other Education Commons