Preservice Teachers’ Centering or Marginalization of Diversity in Their Selection and Description of Multicultural Texts

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Prioritizing Culture and Community in Literacy Learning (Table 20)

Abstract

Selecting diverse texts is increasingly more important for creating culturally inclusive and responsive literacy classrooms. However, regardless of growing student diversity and a push for multicultural literature curricular adoption, little impact has been made on teacher multicultural text selection. Taking these issues into consideration, we explore the ways preservice teachers center or marginalize diversity in their selections and descriptions of multicultural texts. Findings include various ways that preservice teachers center or marginalize topics of diversity within their reasons behind choosing and summaries of a multicultural text.

Authors

• Ambyr R. Rios, Kansas State University

• Michelle Nguyen Kwok, Texas A&M University

• Sydney F. Zentell, Texas A&M University