The Power of Incorporating Diverse Books into the Language Arts Classroom to Break the Idea of Stereotypes
By Maddie Staley
Embedded Files
By Sarah Schwartz
About the Article: The article discusses the importance of incorporating diverse novels into the classroom. For most of students education, books required in schools have focused on predominantly white characters. When characters of color are introduced, it is likely that the books are set in the past, where readers are forced to relive an oppressed time. It therefore becomes critical to change the narrative of the books teachers incorporate into the classroom. Students of color need to see characters like themselves, who thrive in history, but also current day times. When books that meet those requirements are incorporated, students are color are more likely to find comfort, relate and build a better identity. White students also need to be exposed to novels; the goal after reading is for students to get a better understanding of every human, therefore leading to the break of stereotypes. Important hashtags and movements to note: #disrupttexts, #diversityjedi
In the Classroom: In future classrooms, it becomes imperative to incorporate diverse novels not just as books to fill our library space but rather to replace the traditional books with progressive novels. This movement, however, is a challenge as districts have different leniency with the curriculum. Although some curriculums are more strict than others, teachers have the power to work together to create change when they work together. Swapping out books will allow students to get a new perspective, with hopes to understand the truth behind these detrimental stereotypes.In addition to the in-class readings of diverse books, it becomes important to give students resources to further their discovery outside of class. To do this, having a class library with diverse books will allow students to choose what they want to continue to learn about, with the goal to limit the idea of stereotypes even outside of school. Teachers have the power to introduce progressive ideas to students; diverse books is hopefully the start to the break of stereotypes.
By Carey Blankenship
About the Article: The article discusses 6 tips for teachers in order to work towards a culturally diverse classroom using books.
Tip 1: Identify existing books with stereotypes. Teachers need to be mindful of the resources they are giving their students. Therefore, it becomes important to incorporate books where students feel included and there is a break of stereotypes.
Tip 2: Include as many unique perspectives as possible. Be inclusive of many life experiences.
Tip 3: Consider the stories that feature diverse characters. Diverse character can allow students to feel connected, heard and seen.
Tip 4: Ask help from your class. Students can offer great perspectives and opinions to make them feel included.
Tip 5: Know where to find diverse stories. Resources/organizations for finding inclusive books: we need diverse books, diverse book finder, social media, social justice books, thrift stores.
Tip 6: Use your school's resources for assistance. Ask the school's librarian about your inquiries and work together to find books that suite an inclusive library.
In the Classroom: Teachers can use this article to start their classroom library. By using these tips, teachers can get their novels from different resources therefore leading to a more diverse collection. The most important tip might be asking students for help; when students get the chance to speak up, they will feelm included and comfortable. As the library begins to develop, students have the chance to read amongst a variety of cultures, ways of life and experiences, therefore leading to the diminishing to stereotypes.
By: Ellen E. Kneeskern
About the Article: The research article sought out to investigate the impact fictional literature has on gender stereotypes for middle school students. Participants were 8-12 year-old students from the Midwest United States. Students were given different types of novels from chapters to read that exemplified different gender stereotypes but also challenged traditional gender norms. The results of the study suggest that students who read short fictional novels about gender stereotypes do not shift the gender-stereotyped beliefs. However, students who experienced multiple exposures of fictional novels shifted those traditional gender roles to demonstrate a change in previous beliefs about gender norms. Results were the strongest in male adolescents who were exposed to the multiple encounters with counter-stereoptical male character.
In the Classroom: Teachers can use this research to understand how students learn best when incorporating these diverse novels. It becomes clear that students need repetition in order to begin to understand the the truth behind these grueling stereotypes. So, as future teachers, we need to be mindful when incorporating novels; the more we continue to teach diverse novels, students will grasp the meaning we are trying to share. It will not take one novel to change students mindset; rather, it becomes imperative to work towards a curriculum full of diverse literature.
Recommendations for Diverse Novels:
By: Robin Wall Kimmerer
This novel shares "the connection between living things and human efforts to cultivate a more sustainable world through the lens of indigenous traditions. The author reflects on how modern botany can be explained through these cultures"(allencheg.com)
By: Louise Edrich
This novel enhances ideas "that celebrates family, Native American identity, the importance of community spaces, and people coming together in love and support. The novel incorporates important events of 2020, such as the murder of George Floyd and the COVID-19 epidemic, as well as contemporary facts about US incarceration rates, racism, and reparations"(supersummary.com)
By: Som Bishakh
This graphic memoir is "by a transgender artist, who explores the concept of identity by inviting the reader to view the author moving through life as she would have us see her, that is, as she sees herself. Framed with a candid autobiographical narrative, this book gives us the opportunity to enter into the author's daily life and explore her thoughts on themes of gender and sexuality, memory and urbanism, love and loss"(goodreads.com)
In the classroom: We can work, as English teachers, to make a library that offers an abundance of diverse novels. As we experience, read and learn about the different books, we have the power to incorporate them into the classroom, therefore allowing our students to become exposed to different cultures and ways of life. As this library grows, students can continue to be exposed to these ideas, with hopes to break the traditional stereotypes. This is the start of my diverse library; I look forward to add to this list.
Mirrors, Windows and Sliding Glass Doors
Mirrors, Windows and Sliding Glass Doors
By: Dr. Rudine Sims Bishop
About the article: In Dr. Rudine Sims Bishop's "Mirrors, Windows, and Sliding Glass Doors" interview, she explains the need for diverse books for a multitude of reasons. She first explains the idea of the mirror, where children can use novels to find themselves. When they see a reflection of themselves in literature, they realize that they are not alone. She then discusses the idea of windows where readers can look through a window and see another world. She then ties these ideas together with the sliding glass door, as this allows readers to slide the door open and walk into that new world, becoming exposed to new ways of life, immersing oneself in diversity.
In the classroom: This video becomes essential for future classrooms as teachers need to be mindful of the novels they are choosing in the curriculum. Novels that contain mirrors, windows or sliding glass doors for the students need to be incorporated; students should feel seen and heard, but also need to be exposed to new information to break the current stereotype. As more novels like these are entered into the classroom, students have a better chance to learn about who people truly are behind the negative connotation of stereotypes.
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