An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011

Background: Eighth-grade Hispanic students in Texas, the state’s largest ethnic group, continue to score lower on state and national assessments. If Texas is to improve the reading achievement of Hispanic students, an analysis of literature resources needs to be conducted. Purpose: The purpose of this study is to analyze the nine grade 8 literature anthologies (adopted in Texas in 2001 and 2011) for cultural representativeness. Research Question: What are the trends in eighth-grade literature anthologies regarding the inclusion and treatment of Hispanic-authored/themed selections? To answer this question, analysis of Hispanic texts in the following areas was necessary: a. percentage of authors/texts; b. commonly anthologized authors/texts; c. literature genres; d. placement/arrangement; e. editing. Methods: The data were analyzed using content analysis via coding and open coding methods. Results: The findings revealed a 1.34 percent increase in Hispanic authorship and 1.44 percent increase in Hispanic selection from 2001 to 2011. Hispanic author ethnicities represented show that 65.31 percent were Mexican, 17.35 percent Puerto Rican, and 11.22 percent South American, with remaining percentages from other Hispanic groups. Gary Soto was the most commonly anthologized Hispanic author, appearing 11 times, followed by five other Hispanic authors, appearing 5–9 times. Only seven authors in the anthologies were recipients of award-winning Hispanic literature. The most common genres of Hispanic selections were poetry, nonfiction, and fiction. Hispanic selections were placed in themed sections and not in separate units apart from other texts. There was very little editing by adaptation, abridgement, or expurgation. Conclusion: Despite a slight increase since 2001, the disproportionate representation of race is a persistent problem. Previous studies found that the canon changes very little with each iteration. There is little variation of Hispanic selections, authors, genres, and types. More diverse selections could create anthologies that support a culturally relevant and responsive literacy program for Hispanic students.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Houston

Year dc:date.issued

2017

Author dc:creator

• Tovar-Hilbert, Jessica

Advisor dc:contributor.advisor

• Mountain, Lee

Committee members dc:contributor.committeemember

• Hutchison, Laveria F.
• White, Cameron S.
• Hale, Margaret A.

• Culturally responsive instruction
• Culturally relevant literacy
• Hispanics
• Middle schools
• Reading
• Multicultural
• Literacy
• Anthologies

Statement dc:rights

• The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).

Language dc:language.iso

eng

Handle dc:identifier.uri

https://hdl.handle.net/10657/4537

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/4537