Term
Fall 2020
Capstone
Capstone Project
Degree Name
MALED
Facilitator(s)
Trish Harvey
Content Expert
Jessica Winans
Abstract
This Capstone Project examined the question: How can educators increase diversity exposure in rural, homogeneous elementary classrooms using picture books? Text sets with nine different categories of diversity were created and thirty-nine books were included for educators to use within classrooms. Using the theory of mirrors, windows, and doors for examining diversity in books guided the books to include within the text sets so that all students can see themselves represented or learn about others that are different from them. Key influences included Larrick for one of the first studies on diversity within children’s books, the Cooperative Children’s Book Center for their consistent reporting on diversity within children’s publishing, Style for introducing mirrors, windows, and doors, and Matias for addressing the whiteness of education and how teachers can be culturally responsive teachers. Diversity in children’s books has never represented the demographics of the United States, but diverse book choices are increasing since reports were published and the Cooperative Children’s Book Center have been tracking statistics.
Project Type
Curriculum
Keywords
Literacy, Multicultural Education, Reading
Recommended Citation
Flanary, Meghan, "Increasing Diversity Exposure In Rural, Homogeneous Elementary Classrooms Through Picture Books" (2020). School of Education and Leadership Student Capstone Projects. 583.
https://digitalcommons.hamline.edu/hse_cp/583
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects