We don't read those books: A quantitative study comparing elementary teachers' book preferences with their aims of civic engagement.

This study quantitatively examines how elementary teachers in Texas' preferences for specific children's books relate to their aims of civic education, measured by the International Civic and Citizenship Study (ICCS) Aims of Civic Engagement scale. Analysis of survey data from over 600 teachers identified two book preference factors—culture-oriented and justice-oriented books—and two teacher groups based on civic aims: engaged and avoidant. Engaged teachers, who prioritize aims such as reducing racism and political engagement, were more likely to prefer both types of books, while avoidant teachers showed less support. Demographic differences emerged, with female teachers, those teaching upper elementary grades, teachers with graduate degrees, and Asian teachers favoring culture-oriented books, and African American and Latinx teachers more likely to prefer justice-oriented books. The findings highlight how teacher ideology and identity influence curricular choices amid broader sociopolitical debates over teaching topics related to race, gender, and social justice in elementary education.