My research topic grew from two longstanding interests: children’s well-being and literature. From the beginning, I knew I wanted to explore an issue that affects how children perceive themselves and others, particularly during their formative years. As I narrowed my focus, I kept returning to the idea of representation in the books students read in school. Children are highly impressionable, and the stories they encounter can shape their identity, empathy, and sense of belonging. This led me to the question guiding my research: Does the literature taught in fifth-grade classrooms reflect the diversity of students in Colorado public schools?
Identifying the Gap: As I reviewed the existing scholarship, it became clear that researchers across the field have identified significant gaps in representation in children’s literature.
McNair (2016) documented the persistent lack of racial diversity in children’s books and emphasized the need for socially conscious selection practices.
De Bruijn et al. (2020) created frameworks to evaluate how gender and representation are portrayed in children’s stories.
Cahill, Ingram, and Joo (2021) found that teachers frequently struggle to locate inclusive picture books or feel uncertain about how to use them effectively.
Scott et al. (2024) showed that exposure to diverse literature has measurable effects on reducing student bias and increasing empathy.
Liang, Cromwell, and Hacker (2024) revealed a significant misalignment between student demographics and the required texts used in elementary classrooms.
Collectively, this research helped to clarify the gap I hoped to study at the local level: whether Colorado’s fifth-grade reading lists align with the identities and lived experiences of the students they are intended to serve.
My Methodology: To address this gap, I developed a mixed-methods design that allows me to examine both teacher decision-making and the books themselves.
1. Teacher Survey (Qualitative)
I created a Google Form survey that will be emailed to fifth-grade teachers across multiple schools. The survey asks teachers: how they select texts for their classroom, what criteria guide their decisions, how they understand “representation,” and what barriers or challenges influence their choices. Their open-ended responses will provide insight into the reasoning and constraints underlying text selection.
2. Reading List Analysis (Quantitative)
From participating teachers, I will collect their current fifth-grade reading lists. For each book, I will: identify the author and main character(s); write a brief two-sentence synopsis; note key learning points or themes (based on the back-cover blurb); and code the book for character and author diversity, including cultural, racial, gender, and socioeconomic representation. To maintain consistency, I will not read every book in full; instead, I will rely on standardized criteria and published summaries.
3. Comparison to District Demographic Data
I will compare the coded book data to district-level demographics, including race, ethnicity, and English-learner status. This comparison will reveal whether classroom texts reflect the communities they’re intended to represent
Why This Research Matters
This study has both local and broader significance. At the regional level, the findings can support schools and districts in making more informed, equitable decisions about text selection. Nationally, the research contributes to the ongoing discussion surrounding representation, culturally responsive teaching, and inclusive curriculum design. Fifth grade is a crucial developmental stage in which students begin to form deeper understandings of themselves and the world around them. Ensuring that the books they read include diverse perspectives is essential for fostering empathy, strengthening identity, and preparing students for increasingly multicultural communities.