Diversity Content Analysis in Children’s Picture Books: Preservice Teachers’ Engagement through a Diverse Book Project

Abstract

Building on insights from a previously conducted, collection-wide diversity analysis of a university’s children’s literature collection, this study investigated how structured instruction introduced preservice teachers to similar analytic frameworks and supported their critical examination of representation in children’s picture books. The study examined how a diverse book analysis of the main and secondary characters in picture books held at a university library influenced how preservice teachers think about and view diversity in children's picture books. Through a literacy course, 27 preservice teachers were introduced to notions of diversity in children’s books and learned about how to classify main and secondary characters in children's books according to a pre-determined list of diversity classifications. They also learned how to evaluate these books including the content and illustrations and how to effectively use reliable, professional resources for their teaching. They practiced analyzing picture books while using the classification system they learned, completed a diverse book project, and reflected on their learning experiences. Data collected in this study included their pre- and post-surveys, a diversity project, and a reflection paper. Results showed that toward the end of the semester, preservice teachers broadened their understanding of diversity, realized the important role of diverse books for children, and committed to incorporate high-quality diverse children's books in their teaching.

Keywords: Content Analysis, Preservice Teachers, Diverse Children’s Books, Picture Books, Classroom Applications

DOI: 10.7176/JEP/17-1-05

Publication date: January 30th 2026