Chicano/a children's perspective on Chicano/a children's literature

The purpose of the dissertation was to investigate how Chicano(a) children responded to Chicano(a) children's literature in the context of a mandated reading program. There were multiple phases to answer several guiding questions. (1) What is the nature of literacy practices involving literature in the classroom? (2) What is the range and nature of Chicano(a) books as multicultural (i.e. as books presenting portrayals of the cultural experience) available to the children? (3) What selection criteria (or processes) have influenced the selection of these books? (4) Do children draw upon their own cultural and linguistic experiences in responding to Chicano(a) children's literature? If so, how?; I chose a Chapter I, dual immersion, public school located in the Bay Area. The school was in their second year of using Success For All. Using qualitative research methods, I conducted the study in multiple phases. First, I observed the classroom during SFA time and "informal" literacy events such as read-a-loud time. During this phase I began reviewing and analyzing the SFA literature as well as the Chicano children's literature that I used while interviewing. I established criteria to analyze the literature at this time. In the second phase, I conducted interviews with a select group of students, the focal teacher, librarian and the reading coach. The children provided their connections to the Chicano(a) literature and the adult interviewees were able to provide their insight on SFA literature and the Chicano literature. The individual interviews assisted in providing their own perspectives about certain themes within the books without being influenced by other students. Once the data was gathered, I transcribed and coded the student's responses in to themes. I also kept an ongoing analysis of the children's books I was using in my study.; Through a content analysis of Chicano literature, I found consistent themes throughout the books: immigration, kinship/family relationships, culture and language. Students were able to associate themes within the book to their language and cultural experiences at home. Through their voices my questions were answered regarding how they connected to the literature. I also presented the connections of a reading coach and focal teacher who saw the lack of opportunities to use Chicano(a) literature due to the reading mandates. I found that the focal teacher had no space nor time to fully integrate the literature in to the reading program. Most importantly, she described and confirmed the lack of cultural and linguistic connection the mandated literature had with the children.; This study answered questions regarding students' connection with literature. I also looked critically at existing mandated literature that left little space for authentic text. The study sheds light in an area needing more attention due to the increasing number of mandated reading programs in schools and the lack of multicultural curriculum in the classroom.