Representations of Identity in the Common Core Book Exemplars

• In Event: 60.021 - Doing Less With Less? Learning and Austerity

Abstract

In delivering instruction aligned with the Common Core State Standards, many teachers utilize the accompanying book exemplars. While prior studies reveal the importance of selecting texts that represent diverse characters (Larrick, 1965; Al-Hazza, 2010), few studies examine the extent to which the book exemplars reflect this trend. In this paper, an intersectionality framework is used to identify what social identity markers are represented in a targeted sample of the exemplars, and how those identity markers are portrayed. Findings reveal that minority groups are underrepresented in the texts; identity is rarely addressed in plots; and female characters—when present—are portrayed through stereotypes. The paper concludes with implications for social justice goals and recommendations for practitioners invested in equitable teaching practices.

Author

• Joyce Melissa Gomez-Najarro, California State University - Fullerton