ORCID

https://orcid.org/0000000220307742

Date of Award

2022

Document Type

Dissertation

Degree Name

Philosophy (Ph.D)

Department

Education Specialties

First Advisor

Olivia G Stewart

Second Advisor

Nikki Chamblee

Third Advisor

Valerie L Williams-Sanchez

Abstract

The present study seeks to determine whether the use of Wilfong’s rubric for evaluating multicultural literature improves teacher’s confidence in their selection of this literature and increases inclusion in their classes. Critical race theory frames this study, examining the systemic concern of students’ curriculum, specifically their literature, not reflecting the students in classrooms. This is a problem so deeply engrained in classes in the United States, that the books read seem common and even teachers who recognize this as a problem, do not always feel compelled to make updates. A convenience sample of teachers from grades 6-12 in a suburban school district in the Northeast United States volunteered to participate in this study. Participants completed a pre- and post- study questionnaire regarding their comfortability in text selection and read multicultural books using Wilfong’s rubric to evaluate these texts. Data was coded utilizing Microsoft Word and Excel including the creation of codes, identification of themes and analysis. Additionally, books taught in the past two school years and the current school year were analyzed to determine whether the number of multicultural texts used in their classes increased following the study. This study is significant because there are academic and social-emotional benefits to the inclusion of multicultural literature both for students of color who are able use this literature as a mirror and for students from other cultures who can use these texts as a window into a culture they have not experienced. Having a tool that helps improve teacher comfortability, which is a key obstacle cited by teachers, will eliminate this obstacle and increase inclusion in classrooms.

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