Date of Award


Document Type


Degree Name

Philosophy (Ph.D)


Education Specialties

First Advisor

Rachael Helfrick

Second Advisor

Audrey Figueroa Murphy

Third Advisor

Michael Sampson


Students deserve to see representations of themselves in the books that they read, but with low amounts of culturally diverse books being published, this is not an easy feat. Students are exposed to a wide variety of literature in their classrooms, and as the need increases for culturally responsive teaching, it is important to explore how teachers navigate instruction with respect to culturally responsive books. As the Latinx population continues to grow in Texas, culturally responsive practices are becoming increasingly needed. Moreover, it is helpful to explore teachers’ own histories and how those experiences affect their teaching practices. In this qualitative narrative inquiry study, three Latinx intermediate teachers from central Texas were interviewed about their reading and teaching experiences using a sociocultural consciousness lens from the culturally responsive teaching conceptual framework. Using data from questionnaires and semi-structured interviews, I sought to understand how teachers use culturally responsive literature with their students. My findings provide insight on how culturally responsive books and instructional practices are being used. Implications include universities expanding or modifying their existing course offerings to focus more on culturally diverse teaching. School administrators and librarians may recognize the need to increase training and access to culturally responsive materials.

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