Why Do Schools Keep Assigning the Same Books? Exploring the Classics vs. Diversity Debate
Ever wonder why so many students end up reading To Kill a Mockingbird, The Great Gatsby, or Romeo and Juliet at some point in their academic journey? You’re not alone. The question of whether schools “mainly read the same books” pops up frequently—and while it might sound like a “dumb” query at first, it’s actually tied to bigger conversations about education, cultural values, and how we define “important” literature. Let’s unpack why certain books dominate classrooms and what this means for students.
The Classics: A Shared Cultural Foundation
For decades, schools have leaned heavily on a canon of “classic” literature. These books—think Shakespearean plays, Dickens’ novels, or works by Harper Lee—are often chosen because they’ve stood the test of time. Educators argue that they provide a shared cultural foundation. When students read 1984 or Lord of the Flies, they’re engaging with themes (like power, morality, or human nature) that resonate across generations. These stories also offer rich material for critical thinking and analysis, which are core skills in English classes.
But here’s the thing: The “classics” are overwhelmingly written by dead, white, male authors. This narrow focus has sparked debates about whose voices get prioritized—and whose are left out. For example, while The Catcher in the Rye might explore teenage angst in a relatable way, it doesn’t reflect the experiences of students from diverse racial, cultural, or socioeconomic backgrounds.
The Role of Standardized Curricula
Another factor is standardization. Many school districts adopt curriculum frameworks (like the Common Core in the U.S.) that recommend specific texts to meet learning objectives. These guidelines often emphasize complex language, historical context, and thematic depth—qualities that classic books are perceived to deliver. Teachers, already stretched thin, may default to familiar titles that align with standardized tests or district expectations.
However, this system can stifle creativity. A teacher in Arizona put it bluntly: “I’d love to teach more contemporary authors, but I’m pressured to prioritize ‘proven’ books that prepare kids for state exams.” This creates a cycle where the same books get recycled year after year because they’re “safe” choices.
The Practical Side: Resources and Accessibility
Let’s not forget logistics. Schools often reuse physical copies of books to save costs. If a department has 200 copies of Macbeth gathering dust in a storage room, it’s easier to stick with Shakespeare than to lobby for funding to buy new titles. Limited budgets also mean fewer opportunities for teachers to attend training workshops on newer, less mainstream texts.
Additionally, popular books tend to have more teaching resources available online. Websites like SparkNotes or Teachers Pay Teachers overflow with lesson plans for The Odyssey but may lack materials for lesser-known works. For time-crunched educators, this makes familiar classics a pragmatic pick.
The Push for Diversity—and Its Challenges
In recent years, there’s been a growing demand for inclusive reading lists. Movements like DisruptTexts encourage teachers to replace outdated classics with works by marginalized authors. For instance, some schools now pair To Kill a Mockingbird with Angie Thomas’ The Hate U Give to examine racism through both historical and modern lenses.
But change is slow. Resistance comes from multiple angles: parents worried about “losing tradition,” administrators wary of controversy, or even students who feel attached to the books they’ve heard about for years. A high school junior in Texas shared, “I was excited to read Persepolis [a graphic novel about the Iranian Revolution], but some classmates complained it wasn’t a ‘real book’ like Hamlet.”
What’s Lost—and Gained—When Schools Stick to the Same Books
There’s value in shared literary touchstones. Discussing The Scarlet Letter in class can spark connections between students who’ve all grappled with the same symbolism or character motivations. It also creates a common language; references to “Big Brother” or “Catch-22” make sense to people who’ve read the originals.
But over-reliance on the same titles risks alienating students who don’t see themselves reflected in these stories. Research shows that engagement increases when students read diverse voices. A 2021 study by the National Council of Teachers of English found that incorporating modern, multicultural texts improved reading comprehension and empathy among middle schoolers.
The Way Forward: Balancing Tradition and Innovation
So, do schools have to keep teaching the same books? Not necessarily—but the solution isn’t to abandon classics entirely. Instead, many educators advocate for a blended approach:
1. Pair old and new: Teach Frankenstein alongside Freshwater (by nonbinary Nigerian author Akwaeke Emezi) to explore themes of identity and creation.
2. Invite student choice: Allow learners to pick from a curated list of books for independent reading projects.
3. Update the canon: Schools can periodically review reading lists to include more global perspectives, contemporary issues, and varied genres (like graphic novels or memoirs).
Parents and communities also play a role. Supporting library funding or donating diverse books to classrooms can help schools expand their options.
Final Thoughts
The question of whether schools “mainly read the same books” isn’t dumb—it’s a gateway to discussing what we value in education. While classics offer timeless lessons, evolving student demographics and societal shifts demand a more inclusive approach. The goal shouldn’t be to erase the past but to enrich it with stories that speak to all students. After all, literature isn’t just about analyzing metaphors; it’s about understanding the world—and each other—a little better.
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