Date of Graduation

5-2024

Document Type

Thesis

Degree Name

Bachelor of Science in Education

Degree Level

Undergraduate

Department

Curriculum and Instruction

Advisor/Mentor

Owen, Donna

Committee Member/Reader

Vinson, Carter

Abstract

Background: Linguistic and demographic diversity is growing in classrooms across the United States however teacher demographics remain overwhelmingly composed of monolingual white women. There is great need for a bridge between cultures that honors and empowers diverse experiences. Through personal and professional experiences, I have witnessed the power of crossing cultural bridges through literature. Purpose: This study investigates the role of multicultural literature as a powerful tool to bridge cultural divides, provide authentic representation for marginalized groups, and cultivate a sense of belonging among students from various backgrounds. Methodology: This study reviewed peer-reviewed sources to gather insights into the effectiveness of multicultural literature in student education. Each source is peer reviewed and from reputable journals such as the Journal of Teacher Education. The literature identifies effective strategies for selecting, implementing, and evaluating multicultural texts in diverse educational settings. In addition to peer-reviewed literature, 40 children’s books have been reviewed and analyzed for components of quality multicultural literature. Results: Multicultural literature creates a bridge between teachers and students of different backgrounds enhancing connection and exposure to various cultures. Through a comprehensive examination of existing literature, this review synthesizes key findings on the benefits and challenges of incorporating multicultural literature into common teaching practices such as read alouds. Ultimately, this literature review contributes to a deeper understanding of the potential of books as bridges for fostering connection, representation, and inclusivity in student education. Discussion: By shedding light on the significance of diverse narratives in shaping students' identities, perspectives, and understanding of social issues, this study highlights the importance of integrating multicultural literature as a cornerstone of culturally responsive teaching. Furthermore, the use of multicultural literature lends itself to the incorporation of Collaborative for Academic Social Emotional Learning (CASEL) components thus furthering students’ personal development through social emotional learning. Finally, it is crucial that the utilization of multicultural literature be deliberate and mindful, as certain texts have the potential to perpetuate stereotypes and inaccurately portray marginalized communities.

Keywords

Education; children's literature; multicultural education; teaching

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