Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Curriculum & Instruction/Literacy Studies

Committee Chair

Aimee Morewood

Committee Co-Chair

Allison Swan-Dagen

Committee Member

Sam Stack

Committee Member

Maria Genest


Classroom teachers have long employed children’s literature in the classroom. Exposure to children’s literature offers a plethora of gains and benefits. Through the usage of children’s literature, critical thinking skills are fostered and factual information is obtained (Hancock, 2000). Varied cultures, linguistic backgrounds, families with diverse socio-economical, and academic backgrounds constitute our public school classrooms. Children’s literature provides readers an opportunity for self-affirmation; therefore, they often seek a mirror in books, (Bishop, 1990). The thoughtful selection of children’s literature in the classroom is essential. Through the lens of Bishop’s (1993) metaphorical notion of books as mirrors, windows, and sliding glass doors, and Bronfenbrenner’s (1994) bioecological model, this research sought to determine how teachers define diversity and represent diversity in children’s literature. To achieve this, a descriptive case study approach was enacted. Both in conceptualization and representation in children’s literature, the goal of this study was to examine how in-service teachers perceive diversity.