Date of Award
Spring 3-2018
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Lynda Leavitt
Second Advisor
Dr. Kevin Winslow
Third Advisor
Ionna Hollins
Abstract
In this study, the researcher investigated cultural sensitivity within the mandated English Language Arts Common Core exemplar fictional texts that “serve as useful guideposts in helping educators select texts of similar complexity, quality and range” (Common Core State Standards, n.d., p. 2) for kindergarten through fifth grade, for the state of Missouri. The researcher utilized a modified version of Frances Ann Day’s children’s literature evaluation framework, “Evaluating Children’s Books for Bias,” an adaptation of the Council on Interracial Books for Children’s, “Guidelines for Selecting Bias-Free Textbooks and Storybooks,” to test for cultural sensitivity within 50 of the 90 suggested fictional texts. Day’s framework included investigating omission, illustrations, story lines, authenticity, relationships, depiction of heroes, self-image, author/illustrator background and perspective, language, and copyright date. From Day’s work, the researcher created two separate frameworks, Literature Analysis Framework-First Round, and Literature Analysis Framework-Second Round. Literature Analysis Framework-First Round consisted of passage title, race of author, race of illustrator, copyright date, whether minority characters were present, the number of minority characters, and the number of Caucasian characters. Literature Analysis Framework-Second Round consisted of titles with minority characters, illustrations, relationships/heroes, language, and storyline.
Recommended Citation
Starks, Kevin D., "A Content Analysis of Cultural Sensitivity within K-5 English Language Arts Common Core Fictional Exemplar Texts" (2018). Dissertations. 194.
https://digitalcommons.lindenwood.edu/dissertations/194
Rights
Copyright 2018