Date of Award
2025
Document Type
Dissertation
Copyright Status, No Creative Commons License
All Rights Reserved
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
Adolescents today are reading for leisure at historically low rates and are experiencing increased mental health challenges, such as anxiety, depression, and loneliness. However, research shows that students who engage in reading tend to report having better mental well-being. A strong sense of school belonging—the feeling of being accepted, valued, and connected within the school environment—plays a crucial role in how students engage academically and their overall mental health. For students from historically marginalized groups and diverse backgrounds, it is especially challenging to find reading material that authentically represents their sociocultural identities. This explanatory sequential mixed methods study aimed to examine the relationship between eighth-grade students' perceptions of sociocultural representation in English Language Arts (ELA) curriculum texts and their sense of school belonging. Additionally, it explored students' perspectives on how mirror and window books have impacted them. Through the analysis of survey data, focus group interviews, and an individual interview, this study found a strong correlation between students' sense of school belonging and sociocultural representation in the ELA curriculum. Students emphasized the importance of including stories by and about diverse individuals. Books that reflected their own experiences (mirror texts) helped them navigate personal challenges, fostered a sense of connection with others, and motivated them to read. Conversely, exposure to stories about people with different backgrounds (window texts) was reported to enhance empathy and deepen social awareness. Furthermore, the study identified self-selection of texts as a key motivator for reading, while smartphones emerged as a major factor contributing to reduced reading time. These findings underscore the importance of providing students with access to a diverse range of high-interest and inclusive texts available in their classrooms and school libraries to increase participation in meaningful reading experiences.
Related Pillar(s)
Study
Recommended Citation
Smith, Kaitlin Mary, "Books as Windows and Mirrors: A Catalyst for School Belonging in the Middle Grades" (2025). Theses & Dissertations. 219.
https://digitalcommons.molloy.edu/etd/219
