The impact of children's and young adult literature courses on teachers' selection of global and culturally diverse texts for the classroom

Abstract

AbstractThis large‐scale survey study examined how teachers select and integrate global and culturally diverse children's and young adult literature for their classrooms. Results from the survey captured self‐reports of the selection process, suggesting if and how teachers were selecting and integrating this literature and reflecting possible influence from children's and young adult literature courses taken in teacher preparation programs. Taking general children's and young adult literature courses, and specific courses on diverse literature and global literature was found to be related to teachers' responses to questions centered on selecting, evaluating, and integrating global and culturally diverse literature. These courses may be pivotal to increase the needed integration of global and culturally diverse children's and young adult literature into secondary and elementary classroom instruction.