The relationship of a multicultural/multiethnic literature approach to student self-efficacy towards reading and independent reading time

TL;DRAbstract

This study investigated how teacher awareness and use of multicultural/multiethnic literature related to ethnically and culturally diverse students' self-efficacy towards reading as well as their time engaged in independent reading. The setting was one Connecticut school district in which the percentage of minority students was 60%. This study was conducted in third grade classrooms and was predicated on identifying students immersed in very specific classroom environments. Based on the results of qualitative procedures, eight teachers were selected: Four who were most aware of multicultural/multiethnic literature and exhibited intentional classroom use of such literature and four that lacked knowledge and use of such literature. ^ With respect to student self-efficacy towards reading, a Children's Self-Efficacy Towards Reading Survey (CSTRS), based on Bandura's self-efficacy model (1986), was designed and administered to 90 culturally/ethnically diverse students. Analyses included two

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