ORCID

https://orcid.org/0009-0009-7372-3692

Date of Award

2026

Document Type

Dissertation

Degree Name

Education Specialties (Ph.D.)

Department

Education Specialties

First Advisor

Bonnie Johnson

Second Advisor

Heather Sellers

Abstract

This study examined the evolution of diversity in children’s literature published between 1950 and 2024, focusing on how representations of race, ethnicity, gender, and socioeconomic status have changed over time and how these shifts align with major sociopolitical movements. Guided by critical literacy and multicultural frameworks, the research explored whether children’s books authentically reflect marginalized identities or reinforce dominant ideologies. Using an explanatory sequential mixed methods design, 200 children’s books for ages six to ten were analyzed as cultural artifacts. Quantitative analysis employed a structured coding sheet and diversity scoring rubric to assess representation trends by decade. Statistical analyses in SPSS, including chi-square tests, identified significant changes in diversity over time. The qualitative phase used thematic analysis of 24 selected texts to examine narrative depth, authenticity, and ideological framing. Findings revealed a steady increase in diversity beginning in the 1990s, with the most substantial progress occurring after 2010. However, representation remained uneven, and books addressing themes of race, gender, or social justice were more frequently challenged or banned. These results highlight the persistent tension between representation and censorship in children’s publishing. The study highlights the importance of equitable publishing practices, culturally responsive pedagogy, and inclusive literary curricula. By tracing how children’s literature both mirrors and shapes social change, this research contributes to ongoing efforts to promote equity, authenticity, and access in the stories that define childhood reading and learning.

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