Choosing Specific Texts

It is important to remember that every book featuring characters of color, and/or characters from marginalized groups  is not culturally responsive. Being culturally responsive in the selection of texts means considering all the rings of culture and deciphering between three types of text.

When choosing culturally responsive texts, think beyond just ethnic culture. It is important to consider all the rings of culture people belong to, such as age/youth, gender, religion, class, nationality, and sexuality. What texts will not feature stereotypes? What texts will validate the readers’ experiences?  What texts will speak to the soul of who they are?

There are three types of  texts that might be considered responsive. 

Culturally Authentic - The first and preferred text for the responsive educator is culturally specific/authentic, which is a text that illuminates the experience of growing up/belonging to  a particular cultural group. The language, situations, themes, characters and  illustrations (if applicable) depict the culture accurately and authentically. 

Generic - The second type is generic. These texts feature characters of various racial identities, but contain few and/or superficial (maybe even stereotypical) details to define them culturally. 


Neutral - The final type is neutral. These texts feature characters of "color" but the stories are traditional/ mainstream in plot, theme, and characterization. Any racial group could be substituted and it would not change the story. Neutral texts are the least preferred texts when the purpose is validating/affirming students.

It is no secret that a good culturally authentic book is hard to find. The dismal statistics were  illustrated by Tina Kugler in the CCBC’s findings from reviewed books from 2012. Although the number of non-white students in our schools is growing steadily every year, the number of books about non-white experiences is not.  Children of color, are not being validated or affirmed in the offering of literature. Brook Jaffe of “The Mary Sue” writes, “think of a child going into a library and looking through the books, and not seeing anyone who looks like them. All of the covers have animals or little white girls and boys. It is the same phenomenon– their experiences aren’t being acknowledged. Growing up with that concept, developing a self-image with that concept, trying to navigate a world that constantly sends you the message that you are not worth portraying in any story– that’s not okay.

So as you work towards diversifying your libraries, and choosing texts for your students, be responsive, authentically.