Diversity in Childrens Literature

Author

• Tess Rasmussen, Utah State University

Date of Award

5-2026

Degree Type

Thesis

Degree Name

Departmental Honors

Department

School of Teacher Education and Leadership

Abstract

This project examined the diversity of classroom libraries and explored how to improve representation through data collection and community involvement. The question guiding this research was, how does increasing diversity in the classroom library influence elementary students' engagements with reading and their sense of belonging. This question was rooted in the teaching philosophy of each child being seen on the walls and in the stories told in their classroom. This question leads to the understanding that inclusive literature supports students' increasing empathy, and an awareness of cultures and perspectives different than their own. An inventory of multiple classroom libraries was conducted. Each book was documented and categorized according to genre, and whether the books included diverse characters, authors and themes. Specific attention was given to identifying whether each book had themes of diverse race, ability, and family dynamics.

The analysis of data collected revealed gaps in representation. While these libraries did have a variety of genres, there was not a consistent representation of experiences. There were a limited number of books with female protagonists, people of color, and multilingual characters. There was a lack of non-traditional family structures. This indicates there was a need for more authentic individuals with diverse backgrounds. In response to these findings, a targeted book drive was held. The purpose was to address the gaps, and increase the availability of these texts in multiple classrooms. These texts encouraged participation from students, and community members. Clear guidelines were provided to ensure books aligned with the project's goals, and focused on increasing diversity in the classroom. An additional component of the project involved lesson plans that were created to support the use of diverse literature in the classroom. Each text was given a lesson aligned with the Utah Core Standards to ensure academic relevance. These lessons integrated a number of subjects outside of ELA, and promoted discussion and connection to real world experiences. Overall the project demonstrated how evaluation can improve the representation inside the classroom. This work shows the importance of providing students with access to inclusive literature, while also supporting standard aligned instruction.

Recommended Citation

Rasmussen, Tess, "Diversity in Childrens Literature" (2026). Undergraduate Honors Capstone Projects. 1121.
https://digitalcommons.usu.edu/honors/1121