Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Education (PhD)

Department

Education

First Advisor/Committee Member

Dr. Kristine Gritter, PhD

Second Advisor/Committee Member

Dr. Grace Blum, PhD

Third Advisor/Committee Member

Dr. Dixie Massey, PhD

Keywords

classroom library, student representation, teacher reflection, influencing factors, diversity

Abstract

Classroom libraries are a staple within a classroom. They house books which students have access to and are used for various reasons such as independent reading practice, partner reading, and for read alouds. The student population in the United States is growing more diverse with every passing year. The purpose of this study is to research whether K-2 students in Washington are proportionately represented within their classroom libraries, to examine the factors teachers take into consideration when purchasing books for their classroom library, and to investigate how those factors change after their classroom libraries are audited and placed in context of the racial/ethnic demographics of the students they serve. The study was conducted using mixed methods. Quantitative methods were used to gather data on the main characters on the book covers from classroom libraries in the study’s school, and to compare that representation to student demographics. Qualitative methods were used to gain insight into the factors influencing how teachers curated their classroom libraries and how those factors might change after teachers reviewed their classroom library representation and student demographics. The study found that most students were underrepresented in their classroom libraries and that, after examining this data, teachers’ factors for purchasing books changed to prioritize the procurement of books for the underrepresented.

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