Here is some current information on diversity in publishing.

The issue continues when you look at the demographics of teachers and students.

Here is the breakdown of our AISD student population by race and ethnicity.

Here is the breakdown of our AISD teachers by race and ethnicity.
Here is a story from KUT about the diversity gap between students and teachers.

As we talk about culturally-relevant literature, we assume that these literature choices are part of culturally relevant pedagogy.  Educator magazine Teaching Tolerance offers this short explanation of culturally relevant pedagogy.

A culturally relevant pedagogy builds on the premise that “how people are expected to go about learning may differ across cultures. In order to maximize learning opportunities, teachers must gain knowledge of the cultures represented in their classrooms, then translate this knowledge into instructional practice” (Villegas, 1991, p.13). However, student achievement is not the only purpose of a culturally relevant pedagogy. Teachers must also assist students to change the society not simply to exist or survive in it.

Ladson-Billings (1995) outlines three criteria for culturally relevant pedagogy:

1. An ability to develop students academically. This means effectively helping students read, write, speak, compute, pose and solve higher order problems, and engage in peer review of problem solutions.

2. A willingness to nurture and support cultural competence in both home and school cultures. The key for teachers is to value and build on skills that students bring from the home culture. 

3. The development of a sociopolitical or critical consciousness. Teachers help students recognize, critique, and change social inequities.

Christopher Myers wrote about the lack of representation of people of color in Children's Literature in his NY Times piece from March of this year.

They see books less as mirrors and more as maps. They are indeed searching for their place in the world, but they are also deciding where they want to go. They create, through the stories they’re given, an atlas of their world, of their relationships to others, of their possible destinations.