Looking Back, Moving Forward: Determining the Current State of Diversity in Campus Common Reads Programs

Autor/inn/en	Fabian, Sarah; Nims, Julia K.; Stevens, Robert
Titel	Looking Back, Moving Forward: Determining the Current State of Diversity in Campus Common Reads Programs
Quelle	In: Journal of College Reading and Learning, 53 (2023) 2, S.91-108 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2023.2172628
Schlagwörter	Teaching Methods; Communities of Practice; Reading Programs; Diversity; Comparative Analysis; Institutional Characteristics; Publishing Industry; Authors; Individual Characteristics; Public Colleges; Private Colleges + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Community; Author; Autor; Autorin; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Privathochschule
Abstract	Long-standing criteria for Common Reads (CR) programs recognize the value of diversity in the book selection process. This study, examining 1,801 books chosen over a four-year period (2017-20), explored the extent to which these programs have embodied this spirit. In particular, this work focused on the diversity of the books (through genre and subject headings) and the authors (gender, nationality, ethnicity and race). We also looked at characteristics of participating institutions and publishers. Initial data was gathered from an annual list of CR selections posted online by Penguin Random House. Findings revealed a notable presence of diverse topics in the titles selected and an examination of a subset of authors showed that 58% of these authors were people of color. Possible areas of improvement are noted, including expanding the geographic focus of books as well as potential implications for CR programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01