We don’t read those books: A quantitative study comparing elementary teachers’ book preferences with their aims of civic engagement

This quantitative study of elementary teachers in Texas assesses the relationship between their stated preference for particular children’s books and aims of civic education. The books covered a variation of social studies and civic education topics including the perspectives of various racial or ethnic groups, antiracism, geography, ecology, relationships, LGBTQ+ rights and feminism. Exploratory factor analysis of books identified two factors that were labelled culture-oriented books and justice-oriented books. Additionally, latent class analysis found groupings of teacher’s that were labelled engaged and avoidant in relation to aims of civic education. Results of regression analysis found that engaged teachers were more likely to indicate use of both culture- and justice-oriented books. Also, female teachers, teachers in upper elementary, teachers with graduate degrees and Asian teachers are more likely to utilize culture-oriented books, while African American and Latinx teachers were more likely to utilize justice-oriented books.