While many aspects of instructional planning, implementation, and assessment have changed in the last few decades, the literary canon taught in English classes across the United States, comprised of authors who are often White and male, has largely remained the same. This study builds on research that argues that such a canon does not support students’ intercultural and cross-cultural needs, especially as classrooms contain increasingly diverse student populations. The purpose of this qualitative study was to determine why certain authors are included or excluded from the secondary English curriculum, and to determine the perceptions teachers have regarding the addition of diverse literature to their instruction. Using survey and interview protocols, this study drew from teachers’ experiences in a large suburban school district in coastal New Jersey. Findings suggest that teachers value diverse literature and perceive a correlation between student engagement and curricula that include diverse works. Additionally, the study found that teachers who appreciate the inclusion of diverse literature are still hesitant to include such works into their instruction. The findings serve to inform educators making curricular choices to best meet student needs and help to frame conversations around the inclusion of diverse literature and the overarching purpose of schooling.

Keywords: diverse literature, secondary English curriculum, literary canon