Who is Represented? A Content Analysis of Characters in Award-Winning and Acclaimed Literature for Elementary and Middle School Students

Abstract

Equity and inclusion in education are global priorities, and teachers play a vital role in promoting these values through diverse children's literature. Many U.S. classrooms feature extensive collections of inclusive books that foster cultural awareness and provide tools to address discrimination. This study supports global audiences in understanding how U.S. children’s literature reflects educational values by analyzing character representation in award-winning and acclaimed titles for PreK–8 students. A database of 4,244 titles from 23 awards and recommended lists was compiled, with 86 titles selected for descriptive content analysis. The study examined main characters’ representation across race/ethnicity, gender, socioeconomic status, disability, religion, and sexual orientation. Findings reveal a lack of representation that reflects contemporary U.S. children. While gender representation is balanced, non-binary characters are absent. White characters dominate, and other groups—particularly in terms of religion and disability—remain underrepresented. These patterns echo previous research and highlight the need for more inclusive literature. The paper argues that educators must intentionally select diverse books to promote equity, inclusion, and empathy, ensuring all children see themselves in the stories they read. It also emphasizes the global significance of U.S. children’s literature in reflecting cultural values and advancing representation.