Date Approved

7-6-2026

Embargo Period

7-6-2026

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Education

College

College of Education

Advisor

James Coaxum, Ph.D.

Committee Member 1

Shelley Zion, Ph.D.

Committee Member 2

Muriel Rand, Ed.D.

Disciplines

Education | Educational Leadership

Abstract

Tanya Gilliam A TEACHER’S CRITICAL CONTENT ANALYSIS OF CHILDREN’S LITERATURE IN A READ ALOUD BOOK SERIES2025-2026 James Coaxum, Ph.D. Doctorate of Education This study examined the cultural responsiveness of kindergarten read aloud texts in the Houghton Mifflin Harcourt (HMH) Into Reading curriculum used in District Rynie. Using critical content analysis, seventy read alouds were analyzed to explore representations of culture, identity, and power. The analysis was guided by Botelho and Rudman’s multicultural framework, Bishop’s mirrors, windows, and sliding glass doors model, and Short’s criteria for multicultural literature, across four domains: Authenticity and Representation; Content and Perspective; Challenging Bias and Equity; and Interaction and Engagement. Findings showed strong representation in several areas. Many texts portrayed diverse characters authentically and offered meaningful mirrors, windows, and sliding glass doors, supporting identity affirmation, empathy, and engagement. Several read alouds connected to children’s lived experiences and encouraged interaction and early critical thinking. However, notable gaps emerged. Few texts addressed sociopolitical issues, justice, or systemic inequities, and marginalized groups particularly Native American and Indian characters were minimally represented. Explicit discussions of power, race, and bias were limited, resulting in missed opportunities for deeper sociocultural dialogue. Overall, while the curriculum supported cultural competence and inclusion. These findings underscore the need for kindergarten curricula that move beyond surface level diversity toward deeper equity focused engagement, ensuring all children feel seen, valued, and empowered.

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