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ERIC Number: EJ877497
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1523-4320
Promoting Equity in Children's Literacy Instruction: Using a Critical Race Theory Framework to Examine Transitional Books
Hughes-Hassell, Sandra; Barkley, Heather A.; Koehler, Elizabeth
School Library Media Research, v12 2009
The purpose of this study was to examine books that support transitional readers to determine the representation of people of color. The findings were analyzed using critical race theory (CRT), a theoretical framework that places race at the center of educational research and discourse. The results indicate that despite the increasing ethnic and racial diversity in the United States, children of color are rare in transitional books. Even rarer are authors of color. The authors conclude that this lack of representation of people of color in transitional books is a subtle form of racism that denies children of color the kinds of resources research suggests they need to become motivated, engaged, and proficient readers. In the tradition of CRT, the article closes by offering nine strategies school librarians can employ to promote equity in literacy instruction for children of color. (Contains 4 tables and 1 figure.)
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States