Many books English professor Robert Self was required to read in high school and college, like John Steinbeck’s “Grapes of Wrath,” still are required today, but books written by non-traditional authors have begun to emerge.

The prominence of these new titles can be credited to the ever-changing diversity of America, Self said.

“Reading lists have changed since I was in school because English studies have broadened to include writing by women and people of color. Back then, the reading was a bunch of dead white guys,” Self said.

Many schools are beginning to include books written by more diverse authors.

“It depends how culturally different each district is,” English professor Susan Callahan said. “Textbook decisions are usually made on a departmental and district level.”

Some of the authors getting more exposure are Amy Tan, Lois Lowry and Emily Dickinson.

Associate English professor Keith Gandal, who is new to NIU, uses unique books in his classes.

“Child of the Promise Land” by Claude Brown and “Dispatches” by Michael Herr are both books Gandal said students have enjoyed.

“I think both of these books draw students into the different cultural experience,” Gandal said. “I think it’s important they’re engaged by them or else they’re not to going to read them.”

The reason some books are required reading is because of their message and because students may never learn about the books otherwise.

“If we don’t teach it now, they’re never gonna get it,” Callahan said.

But despite the changing diversity, some titles have remained on reading lists, Callahan said.

“Great Expectations,” “To Kill a Mockingbird” and “Romeo and Juliet” are still the most read books by high school students, Callahan said.

Many times students aren’t interested in the message provided in books but are influenced for other reasons.

“Catcher in the Rye” and “The Great Gatsby” are two books that have had the biggest influence on students, Callahan said.

“In ‘Catcher in the Rye,’ the fact that Holden (the main character) distrusts adults and doesn’t like authority appeals to students,” she said. “He also points out a lot of problems in society.”

It’s not necessarily the quality of the writing that determines whether students will enjoy it or not.

“It’s not so much the book itself,” Callahan said. “It’s how it’s presented to the class.”