Title of Abstract
Diversity and Inclusion in Children's Literature in Early Childhood Elementary Classrooms
Session Title
Education : Students and Learning
Faculty Mentor
Crystal Glover, Ph.D.; gloverc@winthrop.edu
College
College of Education
Department
Curriculum & Pedagogy
Faculty Mentor
Crystal Glover, Ph.D.
Abstract
Diversity and inclusion of all types of individuals is a growing topic of interest in the United States among educators. Given the reality of our pluralist society, there is a clear need to broaden people’s perspectives on topics related to diversity and inclusion. The question arises, however, how can one best effect this broadening of people’s perspectives? Part of the answer is in early childhood and elementary classrooms, the ages where children are most impressionable, and in forms through which children like to learn, such as reading picture and chapter books. This thesis hypothesizes that children’s literature can be used to increase knowledge and awareness of diverse people and perspectives, and it synthesizes data from educational sources, educator testimonies, and surveys to support this hypothesis.
Additional Fields About Your Abstract
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Honors Thesis Committee
Crystal Glover, Ph.D.; Michael Lipscomb, Ph.D.; Bettie Parsons Barger, Ph.D.; Melanie Sanders, M.S.
Honors Thesis Committee
Crystal Glover, Ph.D.; Michael Lipscomb, Ph.D.; Bettie Parsons Barger, Ph.D.; Melanie Sanders, M.S.
Course Assignment
HONR 450H - Glover & HONR 451H - Lipscomb
Performance Description
Paper presentation.
Start Date
16-4-2021 3:30 PM
Diversity and Inclusion in Children's Literature in Early Childhood Elementary Classrooms
Diversity and inclusion of all types of individuals is a growing topic of interest in the United States among educators. Given the reality of our pluralist society, there is a clear need to broaden people’s perspectives on topics related to diversity and inclusion. The question arises, however, how can one best effect this broadening of people’s perspectives? Part of the answer is in early childhood and elementary classrooms, the ages where children are most impressionable, and in forms through which children like to learn, such as reading picture and chapter books. This thesis hypothesizes that children’s literature can be used to increase knowledge and awareness of diverse people and perspectives, and it synthesizes data from educational sources, educator testimonies, and surveys to support this hypothesis.
