Diversity in the Classroom Library
Take a look around you, does everyone look like you? Chances are, probably not. Everywhere we look or go, we are surrounded by people who are different than us; Different skin tones, different genders, abilities, sexulaties, religions, social class and the list goes on. The main point is that we are all different. One thing that is pretty common, however, is that the teaching profession is heavily dominated by straight, white females. Thinking back to the point about how everyone is different, if they are being taught by a straight, white female, what sort of connections can students make in their education? However, while teachers may not be able to relate to some of their students by appearance or any other criteria from above, there are ways that teachers can still build this crucial relationship with their students by providing them with opportunities and access to a classroom library that is filled with characters that look or act like them.
Pivotal research from Dr. Rudine Sims Bishop shows that diverse books serve as a door for opportunities to show that texts serve as windows, mirrors, and doors. What does this mean? When books are mirrors for students, they are able to see themselves in the text; they make connections to how the character looks or acts, or even celebrates culturally. When thinking of texts as windows, students are able to take a peek into a different life or culture that is not their own, and thus, they can learn from. Finally, the idea that I love is that texts can serve as a sliding glass door, meaning that the text welcomes the students in and allows them to explore perhaps something that is very different from them. Overall, when we supply these resources in a classroom library and share them as a class, students are supported in “finding titles that they can read and connect with on some level while affirming their own cultural identities and hopefully developing positive insights about others” (McNair, 2016, p. 381). Having these resources about different concepts, such as race, gender, religion, and ability open the floor to perhaps slightly uncomfortable conversations, yet beneficial as they can provide different viewpoints that have yet to be considered.
Not only are diverse libraries important for a suitable, safe, and welcoming environment for students, it also carries educational outcomes. The more exposure to different types of people that students get, the more they will understand different people and cultures, and maybe, just maybe, the world will be a better, more understanding place. As Moller puts it, “teachers can provide young readers with essential mirror, window, and sliding glass door experiences and be ensured of not falling into the trap of either avoiding or ignoring difference or focusing only on the worst of society’s inclinations” (Moller, 2016, p. 71), meaning that with more opportunities to read about different people, the more accepting we will become as a society.
I am a straight, white female teacher, so how does this affect me? The answer is simple-not all of my students are going to look like me and they never will and that is okay! However, even though they may not look like me, I still want to establish positive relationships with these students and make learning as engaging and relatable to them as possible. Incorporating diverse books into the classroom library and into lessons is a great way to open the door to different opportunities for them to see all that is possible. In conclusion, a simple way to promote inclusivity in your classroom can be as simple as adding a few books that represent your students into the library and then watch the classroom environment shift.
McNair, J. C. (2016). #Weneedmirrorsandwindows: Diverse classroom libraries for K-6 students. Reading Teacher, 70(3), 375-381.
Moller, K. J. (2016). Creating diverse classroom literature collections using Rudine Sims Bishop’s conceptual metaphors and analytical frameworks as guides. Master Teacher. Journal of Children’s Literature, 42(2), 64–74.