Abstract

Representation in young adult (YA) literature has expanded significantly in recent years, but body size diversity - specifically the inclusion of fat protagonists - is still minimal and understudied in secondary English language arts (ELA) classrooms. Research shows that diverse literature plays a crucial role in helping students see themselves and other reflected in the texts they read, as shown in the metaphor of literature as "windows, mirrors, and sliding glass doors" (Bishop, 1990). So how does this apply to the representation of body size diversity in the ELA classroom? This study explores how secondary ELA teachers in Utah perceive and incorporate body diverse YA literature in their classrooms. Specifically, the study investigates the pedagogical value teachers see in young adult texts with fat protagonists, what challenges they face when using them, and how teachers' perceptions reflect societal views. By examining teacher perspectives on body diverse YA literature, this study contributes to current conversation about representation, critical literacy, and inclusive curriculum in secondary ELA classrooms.

Degree

College and Department

Humanities; English

Rights

https://lib.byu.edu/about/copyright/