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1-10-2018

Improving student engagement and acceptance using

multicultural texts
Bianca Rouse
Rowan University

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IMPROVING STUDENT ENGAGEMENT AND ACCEPTANCE USING
MULTICULTURAL TEXTS

by
Bianca Rouse

A Thesis

Submitted to the
Department of Language, Literacy, and Sociocultural Education
College of Education
In partial fulfillment of the requirement
For the degree of
Master of Arts in Reading Education
at
Rowan University
December 6, 2017

Thesis Chair: Susan Browne, Ed.D.

 Dedication

I would like to dedicate this manuscript to my mother, Bridgette Rouse who has

motivated and encouraged me throughout my life.

 Acknowledgments

First, I would like to thank my mother, Bridgette Rouse, who has been by my side

throughout my journey in graduate school. Without your guidance, support, and listening

ear, completing this thesis would have not been possible.

I would also like to thank my cousin Jalessa Fleming. Not only have you been

supportive, you have motivated and given me strength to complete assignments that I

thought were impossible. Your words of wisdom and encouragement played a significant

role placing me on the right track.

Finally, I would like to thank my girls: Michelle, Kasey, and Liz. Ladies, this

program would have been impossible for me to complete if I didn’t have you. Late night

texts, clarifying misconceptions, and motivating me when I wanted to give up saved me

in more ways than words could explain. I am happy that we had the opportunity to meet

and complete such an important journey in our lives together.

iv
 Abstract

Bianca Rouse
IMPROVING STUDENT ENGAGEMENT AND ACCEPTANCE USING
MULTICULTURAL TEXTS
2017-2018
Dr. Susan Browne
Master of Arts in Reading Education

The purpose of this research is to investigate how students in a third-grade

classroom engage in multicultural texts when reading about cultures other than their own.

Furthermore, it will investigate how the use of multicultural texts will impact their

understanding and acceptance of diverse cultures. Throughout the six-week study,

students read and engaged in discussions after reading two multicultural texts. They

participated in activities expressing their thoughts and beliefs related to the content read

in class. The strategies used for this qualitative research study were questionnaires,

observations, accountable talk discussions, artifact analysis, and interviews. Finally, after

discussing and analyzing the texts, students were able to identify possible solutions to

help people become more aware and accepting of diverse cultures.

v
 Table of Contents

Abstract ............................................................................................................................v

List of Figures ..................................................................................................................viii

List of Tables ...................................................................................................................ix

Chapter I: Introduction .....................................................................................................1

Purpose Statement ......................................................................................................3

Statement of Research Problem and Question ...........................................................5

Story of the Question .................................................................................................6

Organization of the Paper ..........................................................................................8

Chapter II: Literature Review ..........................................................................................9

Culturally Responsive Pedagogy ...............................................................................10

Multicultural Literature in Classrooms ......................................................................13

Conclusion .................................................................................................................18

Chapter III: Research Design/Methodology ....................................................................20

Procedure of the Study ...............................................................................................21

Data Sources ..............................................................................................................23

Data Analysis .............................................................................................................24

Context .......................................................................................................................25

Community ..........................................................................................................25

School district ......................................................................................................25

School ..................................................................................................................26

Students ................................................................................................................27

vi
 Table of Contents (Continued)

Chapter IV: Data Analysis ...............................................................................................31

Introduction ................................................................................................................31

Revisiting the Study ...................................................................................................31

Identifying and Defining Culture ...............................................................................32

Showing Empathy Towards Diverse Cultures ...........................................................37

Recognizing the Benefits of Multicultural Literature ................................................41

Summary of Data Analysis ........................................................................................45

Chapter V: Summary, Conclusions, Limitations, and Implications for the Field............46

Summary ....................................................................................................................46

Conclusions ................................................................................................................48

Limitations .................................................................................................................49

Implications for the Field ...........................................................................................50

References ........................................................................................................................52

Appendix A: Multicultural Literature Survey..................................................................54

Appendix B: Culture Reference Sheet .............................................................................55

Appendix C: Multicultural Texts .....................................................................................56

vii
 List of Figures

Figure Page

Figure 1. Notes .................................................................................................................36

Figure 2. Letter.................................................................................................................41

viii
 List of Tables

Table Page

Table 1. Student Demographics .......................................................................................28

Table 2. Multicultural Literature Survey-Question 1 ......................................................33

Table 3. Benefits of Reading Multicultural Texts ...........................................................44

ix
 Chapter I

Introduction

Growing up in an urban area, I always knew that I wanted to give back to the

community and serve as a role model for underprivileged students. When I began student

teaching, initially, I was not fully aware of my position as an educator. As I adapted to

my role and became more comfortable in my position as a student teacher, I began to

closely observe the interaction amongst the students in the fourth-grade classroom I was

placed in. The classroom consisted of predominantly Hispanic and African American

students. While completing a group assignment, they interacted with one another

respectfully and took pride in the task they were completing. It was a great feeling seeing

students take such pride in their work but as I glanced at one girl in particular the look in

her eyes immediately caught my attention. As Jayla stood by the library searching for a

book, she looked at me and said, “Ms. Rouse, why can’t I find any books where they

character’s look like me.” While standing their pondering her question, I bent down on

my knees looking her directly in the eyes and asked, “Why did you ask me that Jayla?”

She stated, “I see a lot of books with white girls and animals, but I wanted to use a

different book for our project. I wanted to choose a book about a Hispanic girl but I can’t

find any.” Sadness consumed her eyes and in that moment, I realized I didn’t have an

answer for her. Thinking of a response that would help ease her mind, I explained that

the classroom library was small and we would go to the school library during lunch to

find a book with characters that looked just like her. She seemed to relax a little bit more

and continued working on her assignment with her group.

1
 The following year, I was hired as a fifth-grade teacher in the same district. I

noticed early on that students were separated into cliques. This was much different than

my experience from the year prior as a student teacher. Ultimately, the class was

separated into three groups: Hispanic, African American, and Islamic. At the time, I

assumed these students were more comfortable with one another because they share the

same ethnicity therefore I never mentioned it. I would eventually place them into

heterogeneous groups however they generally remained in their cliques during lunch.

Looking back at these pivotal moments in my teaching career, I missed a valuable

teaching moment. Providing these students with the resources and tools needed to

become more culturally aware and accepting of diversity would have been a life-long

lesson that could have possibly resonated with them throughout their educational journey.

It was a missed opportunity to have students learn, share, connect, and relate to one

another on a deeper level. This is one reason why multicultural literature has

significantly influenced my research and why I vow to include multicultural literature in

my instruction.

Student teaching in the fourth-grade classroom as well as my first year working

with fifth- grade students truly opened my eyes to the lack of multicultural literature

present in classrooms. I never thought about the importance of multicultural literature

while I attended elementary school but as an adult and educator, it plays a significant role

in the learning and development of students. Living in a diverse society we expect

students to become problem solvers and critical thinkers, but if we are not providing them

with the resources needed to develop and expand their knowledge about diverse cultures,

our expectations for students become unrealistic.

2
Purpose Statement

Living in such a diverse divided country, it is extremely important to expose

students at an early age to the range of cultures in our nation. Working in a

predominantly Hispanic community has allowed me to see that students lack awareness

about other cultures. As an educator, I must play a significant role in creating productive

citizens in a global environment. Therefore, it is crucial that students begin to learn more

about tolerance and acceptance of different cultures, religions, and race. A meaningful

way to introduce this concept to students is by exposing them to multicultural texts.

Multicultural texts would provide students with knowledge about different cultures and

allow them to engage in productive discussions about diversity.

Reading multicultural literature students are unfamiliar with will provide them

with the background knowledge required while promoting acceptance and tolerance of

diverse cultures. Students will discuss controversial topics such as civil rights, women

rights, and gender inequality. Having open discussions about these topics at an early age

will expose students to the real-world problems that some people face today. Often

times I have noticed that students struggle to comprehend or relate to literature read in

class because of their lack of exposure to diverse cultures. I am hoping that this study

will allow students to become more accepting and engaged when talking about people

from different cultures, religions, or race.

“Multicultural education has not yet become a central part of the curriculum

regularly offered to students; instead, educators have regulated it primarily to social

studies, language arts, and the fine arts and have generally targeted instruction for

3
students of color” (Gay, 2004, p.31). With the diverse population across the country, the

lack of multicultural literature in the classroom should spark concern amongst educators.

Providing texts that represent all cultures is key to their development of becoming more

culturally aware.

“Another obstacle to implementing multicultural education lies with teachers

themselves. Many are unconvinced of its worth or its value in developing academic

skills and building a unified community” (Gay, 2004, p.31). It is important for educators

to understand the importance and value multicultural literature can contribute into

instruction. Students will not be adequately exposed to diversity across the world if

teachers continue to adapt this attitude towards multicultural literature.

As a result of the increase in the amount of diversity in classrooms, using

multicultural literature has become more of a focus in recent years (Colby, 2004).

Exposing students to multicultural literature would help them gain a broader

understanding about the world. Although the use of multicultural literature can

sometimes present challenges for teachers, it is important that teachers understand the

crucial role that multicultural literature plays in the lives of students (Colby, 2004).

Multicultural literature would not only allow students to learn about different cultures, it

will provide them with the opportunity to express themselves as well. However, in order

to do that, teachers must understand the importance of incorporating multicultural texts

into their instruction if we want to see an increase in student engagement and acceptance.

When students are engaged in multicultural literature, it promotes appreciation of

diversity and encourages dynamic understandings of the world (Martinez, 2012). By

4
allowing students to engage in multicultural texts, they will gain greater perspective of

diversity. As the nation increasingly becomes more diverse, providing multicultural

literature to students will give them the opportunity to be more understanding and

accepting of people from diverse backgrounds (Martinez, 2012). When students are

exposed to multicultural literature that represents their culture, their pride increases when

they read about characters they can relate to. “Multicultural literature not only works

towards enhancing other cultures but of one’s own. It creates a bridge in which

similarities and differences are valued among the diversity in classrooms and beyond”

(Martinez, 2012, p. 53).

Previous studies have shown the importance of incorporating diverse literature

into classrooms. In addition, studies have shown the opposition that some teachers

encounter in relation to implementing multicultural literature into their instruction. This

study investigates the importance of discussing controversial and diverse topics and why

these discussions should be implemented into elementary education. Not only did

students discuss diverse cultures, they became more aware of the problems that people

around the world encounter on a daily basis making them more appreciative of the things

and opportunities they are provided with.

Statement of Research Problem and Question

Students in elementary schools should be exposed to multicultural texts. With the

lack of multicultural texts present in classroom and school libraries, students are not

being properly exposed to an adequate amount of multicultural literature (Holland and

Mogillo, 2016). After reviewing literature and previous studies, the following question

5
was posed: How do multicultural texts foster engagement and student acceptance of

cultural difference in an elementary classroom?

Story of the Question

In May 2016, I was told that I would no longer teach fifth-grade Literacy. The

principal informed me that I would be teaching third-grade literacy during the 2016-2017

school year. My initial thought was “no why me, I don’t have the patience for third

graders.” Needless to say, that changed shortly after beginning the school year the

following September. Instantly, I fell in love with my new students and vowed that I

would learn to be patient and nurturing while targeting their needs while providing

rigorous instruction. However, what I wasn’t prepared for was their lack of background

knowledge about culture and diversity.

In the third-grade curriculum it is mandated that teachers incorporate Sadako and

the Thousand Paper Cranes and The Gold Cadillac into their instruction. During one

particular lesson, students reviewed the cover and title of the text and were asked to make

a prediction. As they completed this task, I heard snickering. Leroy shouted out, “Ms.

Rouse, Jake and Jairo are laughing at Sadako’s name.” After reminding Leroy to raise

his hand next time, I took this moment to address the entire class explaining to the

students about the importance of respecting different cultures. Furthermore, I explained

that some students would be hurt if someone laughed at them because their name wasn’t

considered as “normal.” I took this moment to provide students with a brief lesson about

respecting different cultures and embracing diversity. In that moment, I realized students

were not aware about the customs of the Japanese culture. I revised my lesson to provide

6
them with information that would help expand their knowledge about the Japanese

culture.

Later that year, as I introduced the novel The Gold Cadillac to the students.

Assuming they had some knowledge from previous classes about the Jim Crow era, I

began to provide some background information about the text. The look of confusion on

their faces showed me they had no idea about that time in history. This incident took

places during the time that I was enrolled in the course Using Multicultural Literature in

the K-12 Classroom. This course provided me with so much insight about multicultural

literature and its importance in the classrooms. I enjoyed reading about multicultural

literature, choosing multicultural texts, and creating lessons based on the multicultural

texts that were chosen. After my past experiences and completing the course, I

developed a passion for multicultural literature. I began researching different texts that I

could use to expose my students to different cultures. Unfortunately, I was unable to

continue providing students with lessons revolving around multicultural literature

because it was not a requirement in my curriculum for the following unit. However, the

exposure they were provided with showed me just how significant multicultural literature

is in an elementary classroom.

My experiences as an educator have led me to this point. I strongly believe that

students must be provided with opportunities to read and discuss multicultural literature

in their classroom. Students should be taught at an early age to embrace diversity and

cultural differences. If we want students to be well-rounded adults, it is important to

begin opening their minds to accept all people regardless of their race, gender, age,

religion, or sexuality. Providing literature that represents each student in a classroom is a

7
great way to show them that we are all equal and worthy to be recognized and celebrated.

Organization of the Paper

Chapter two of this study provides information about the benefits of incorporating

multicultural literature into instruction. Furthermore, it discusses the fear that some

teachers encounter when teaching students about controversial and diverse topics.

Chapter three explains the data collected, the population of the students used in the study,

as well as the qualitative research methods used to analyze the data presented in the

study. Chapter four analyzes the data and provides a detailed description of the findings.

Chapter five concludes the research study by discussing the limitations and implications

of the study. In addition, suggestions will be provided for future researchers in relation to

promoting student acceptance and engagement in elementary classrooms using

multicultural literature.

8
 Chapter II

Literature Review

Student engagement with multicultural literature promotes appreciation of

diversity and encourages dynamic understandings of the world. As the changing face of

our nation grows increasingly diverse, both students and teachers are completely

immersed in cultural diversity in the classroom (Willis-Rivera & Meeker, 2002).

Incorporating multicultural literature into instruction provides students with an

opportunity to relate to different cultures. Furthermore, it allows students to gain a better

understanding and appreciation of diversity. “Multicultural literature helps children

identify their own culture, exposes children to other cultures, and opens the dialogue on

issues regarding diversity” (Colby & Lyon, 2004, p. 24).

It is crucial to ensure that students are being provided with rich and diverse

literature that will help promote student growth. As 21st century learners, they are

required to become problem solvers and critical thinkers. Multicultural literature allows

students to critically think about a text, analyze different issues or problems in the world

today, and create solutions while collaborating with peers. Furthermore, students have

the opportunity to connect to peers on a more personal level. Identifying similarities and

differences amongst themselves and their peers is a great way to promote positive

dialogue in the classroom.

This chapter is a review of literature that examines culturally responsive

pedagogy and how it contributes to student growth. It also describes the benefits of

incorporating multicultural literature into the classroom as well as the lack of

9
multicultural literature in classrooms and how it negatively impacted students. Chapter

two also focuses on cultural awareness, acceptance, and engagement. Furthermore, the

research in chapter two will examine how multicultural literature transformed student

thinking and how teachers view multicultural literature and the teaching of multicultural

literature.

Culturally Responsive Pedagogy

Culturally responsive teaching is defined as using multicultural characteristics,

experiences, and perspectives of ethnically diverse students as conduits for

teaching them more effectively. It is based on the assumption that when academic

knowledge and skills are situated within the lived experiences and frames of

reference of students, they are more personally meaningful, have higher interest

appeal, and learned more thoroughly (Gay, 2002, p.106).

When culturally responsive instruction is implemented in the classroom, academic

achievement and acceptance of ethnically diverse students are more likely to increase.

Students are more likely to gain confidence knowing that their culture is relevant and

significant in the classroom. Building a safe and trusting community among diverse

learners is a crucial component of culturally responsive teaching (Gay, 2002). Engaging

in conversations about past experiences significant to one’s culture, speaking out about

cultural differences, and stating opinions responding to literature about their customs or

traditions could be intimidating for some students. If students are expecting to participate

in critical discussions analyzing diverse cultures and issues, providing them with a

comfortable learning environment that is welcoming and accepting is key.

10
 According to Ladson-Billings (1995), culturally relevant pedagogy rests on three

criteria or propositions; academic success, cultural competence, and critical

consciousness. “Culturally relevant teaching requires that teachers attend to students’

academic needs, not merely make them feel good. The trick of culturally responsive

teaching is to get students to choose academic success” (Ladson-Billings, 1995, p.160).

By incorporating multicultural literature in the classroom, their chance of success is

maximized.

Cultural competence requires students to maintain “integrity” as well as academic

success (Ladson-Billing, 1995). In this domain of Ladson-Billings culturally relevant

pedagogy, students are expected to incorporate their cultural background within the

school setting. Their experiences and beliefs play a crucial role in their success.

Meanwhile, teachers are expected to provide culturally relevant material utilizing

students’ culture as a vehicle for learning (Ladson-Billing, 1995).

Critical consciousness focuses on students’ ability to develop a broader

sociopolitical consciousness that allows them to critique the cultural norms, morals,

values, and institutions that produce and maintain social inequalities (Ladson-Billing,

1995). This viewpoint of culturally responsive pedagogy directly relates to 21st century

learning. By incorporating culturally responsive instruction into classrooms, teachers are

preparing students to become critical thinkers, innovators, and problem solvers in today’s

society.

A study conducted by Mariana Souto-Manning in 2009 explains how culturally

responsive instruction allowed students to analyze problems and create solutions. After

11
reading the texts Going Someplace Special and The Story of Ruby Bridges, students were

able to connect to the text because of their African American background and began

analyzing how the issues in the text affected them. Students were able to relate and

empathize with the stories that took place in the 1950’s and 1960’s due to their personal

experiences. They began sharing their own stories and engaging in discussions outside of

the classroom to make people more aware of racial tension (Souto-Manning, 2009).

Souto-Manning states, “The issues the books raised made students think of their own

location of oppression within the school and society. By becoming aware of the issue,

these six and seven year olds brainstormed solutions” (p.69). The results of Souto-

Manning’s study significantly prove that incorporating multicultural literature into

elementary instruction is crucial if students are expected to become 21st century learners.

One limitation teachers may encounter when incorporating culturally responsive

literature into the classroom is the lack of quality multicultural literature available. In

2012, Martinez conducted a study that measured the quality of multicultural literature

books that could be used for culturally responsive instruction at elementary school

libraries in Treasure Valley. Martinez states (2012), “The results indicate that quality

multicultural literature is very limited in the majority of school libraries in Treasure

Valley” (p. 56). She suggested that further studies explore how the selection process is

conducted for literature within school districts (Martinez, 2012). If educators hope to see

progress and growth as shown in Souto-Manning’s study, it is vital that teachers and

students have access to multicultural literature in school classrooms and libraries.

Although culturally responsive instruction has proven to be successful in the

classroom, some teachers fear the backlash they will receive when discussing
12
controversial topics. According to Tully (1998), “Teachers becoming familiar with

literature written by minority authors often fear censorship or at least challenges to the

texts and their professionalism” (p.60). It is common to hear stories of teachers avoiding

controversial topics because they fear the reaction of administrators or parents. However,

if students are required to become “problem solvers,” multicultural literature must be

implemented during instruction. To avoid concerns about incorporating multicultural

literature into the classroom, Tully (1998) suggests teachers send letters to parents

explaining the importance and purpose of exposing students to diverse cultures and

having discussions that focus on social issues.

Multicultural Literature in Classrooms

Making visible the different purposes everyone brings to any multicultural

educational reform is essential in order to honor the complexity of the project and

get past naïve discourse of policies that disregard the social politics of the

classrooms and communities they serve (Ketter & Lewis, 2001, p.182).

Educators must understand the importance of incorporating multicultural

literature in their instruction in order to make students aware and more accepting of

different cultures. Colby and Lyon (2004) asked teachers to explain the role multicultural

literature has played in their education in hopes of encouraging them to incorporate

multicultural literature in their classrooms. One participant responded by stating “I do

not recall reading much multicultural literature geared toward African Americans. As a

white-child I never really thought about it because I already had books that I could relate

to” (Colby & Lyon, 2004, p. 2). Another participant stated, “It seems obvious that

13
readers want to identify with characters, but I never considered how all-white characters

would affect African American students” (Colby & Lyon, 2004, p. 2). Responses varied

greatly from those who were exposed to multicultural literature. “I feel this is important

because the key to abolishing racism is to first abolish ignorance that one has of others”

(Colby & Lyon, 2004, p. 3). Another participant stated, “Perceptions will not only

change for the minority students, but also their majority classmates, and all of them will

learn from the experience” (Colby & Lyon, 2004, p. 3). Exposing students to

multicultural literature will allow them to gain knowledge about diverse cultures.

Ultimately, the teachers in this study concluded that they would incorporate culturally

diverse literature into their instruction that encourages students to become more aware

and accepting of people from different cultures (Colby & Lyon, 2004).

Students of all cultures will benefit from multicultural literature in the classroom

for numerous reasons: it provides an opportunity for all children to see themselves in

literature, fosters development and positive self-esteem, prevents people from feeling

isolated, and it cultivates respect, empathy, and acceptance of all people (Steiner, 2001).

By providing students with literature they can relate too, they become engaged and more

likely to comprehend the text. Cambria and Guthrie states (2010), “As students grow in

awareness of how reading connects to them, their valuing of reading expands in breadth

and depth” (p.26). Allowing students to interact with literature on a personal level shows

that they are actively engaged in the text.

Dong (2005) explored cultural values through discussions in his classroom.

Students were required to read diverse literature eventually responding to the text. They

were then asked to compare and contrast their cultural values and beliefs with the cultural
14
values and beliefs held by people of other cultures. Based on his findings, Dong

concluded:

Teachers must elucidate the cultural values and racial and cultural differences that

underlie the behavior of characters in the work, challenge stereotypes, and engage

students in cultural discussions. Teaching multicultural literature will help

students discuss these differences and enhance cross-cultural understanding

(Dong, 2005, p.59).

Providing students with the opportunity to engage in, respond to, and discuss

multicultural literature allows them to gain knowledge about peers from diverse cultures.

Furthermore, students can express their cultural beliefs and values allowing their peers to

learn more about their cultural background as well.

“Elementary teachers have the greatest opportunity to foster the development of

positive, healthy attitudes towards others in their students” (Holland & Mongillo, 2016,

p17.) This belief expressed by Holland and Mongillo caused them to develop a study

inquiring about the use of multicultural literature in elementary classrooms. Twenty-six

elementary school teachers from the US completed a survey describing their usage and

how students engaged in multicultural texts in their classroom. Holland and Mogillo

(2016) found that teachers were more likely to implement multicultural literature in their

instruction when it was not mandated rather than when it was. One participant stated,

“Our curriculum is embedded with multicultural literature. There are many different

cultures in our stories that we read in our anthology. I select literature based on holidays

or special days that we have in our community” (Holland & Mongillo, 2016, p. 22.)

15
Multicultural literature should not be viewed as something that is taught during “special

occasions.” This type of mindset towards multicultural literature will not effectively

expose students to diverse cultures and promote students to become critical thinkers,

innovators, or problem solvers.

Another significant finding worth noting is that teachers felt more comfortable

implementing multicultural literature in their classrooms when they received support

from administration. Holland and Mongillo (2016) suggests elementary school

administrators promote multicultural literacy rather than imposing district mandates: by

doing this school administrators might build trust, understanding, and respect between

themselves and teachers. Although this study was limited to twenty-six (majority white)

teachers from suburban school districts, Holland and Mongillo recommends that future

studies focus on principals and how they can influence or promote more multicultural

literature into elementary classrooms.

Teaching multicultural literature is more than recognizing heroes and holidays of

cultural groups: transforming instruction that focuses on decision-making and social

action skill building is a critical component as well (Logan, Watson, Hood, & Lasswell,

2016). The purpose of this study was to identify multicultural literature that would

challenge gender and sexuality stereotypes that could be implemented in elementary

classrooms. The authors in this study expressed the importance of teaching elementary

students about controversial topics and how it could inspire them to become more

accepting of others who are not viewed as the “norm.” The lack of LGBTQ texts present

in elementary classrooms is a concern.

16
 Our expressed desire is for elementary educators to take it upon themselves to

provide inclusive multicultural reading instruction using LGBTQ-themed books.

The benefits of such pedagogical and dispositional stance will empower their

young learners with critical literacy attributes necessary to expand their

perspectives through window, mirror, and door experiences (Logan, Watson,

Hood, & Lasswell, 2016, p. 390).

Reading multicultural literature about different religions, traditions, and beliefs

are critical in multicultural education but we must not forget the importance of exposing

students to issues that are far more controversial. Fear is a significant component with

the lack of exposure to these types of multicultural texts (Tully, 1998) however, if

educators aspire to promote social growth and cultural acceptance, these topics must be

addressed. After all, “there is nothing to fear but fear itself” (Tilly, 1998, p. 63).

Christensen’s book Reading, Writing, and Rising Up, focused on teaching

students about social justice and responding to issues or conflicts through writing.

Working in a community that she labeled as “chaos,” she encountered students who

feared the community they lived in daily. Her solution to this problem was to write about

it. Christensen states (2000), “I couldn’t ignore the toll the outside world was exacting

on my students. Rather than pretending that I could close my door in the face of their

mounting fears, I needed to use information that would reach them” (p.5). Christensen

introduced multicultural literature and poems to her students that they could relate to.

Making connections to the characters and engaging in discussions allowed them to

express their fears and relate to others in their community. “At first I worried that

17
inviting students to write about violence might glorify it. It didn’t turn out that way.

More often students shared their fears” (Christensen, 2000, p.6).

By engaging in multicultural literature, students were able to express their fears

and create a news article expressing concerns with their community. By helping students

excavate and reflect on their personal experiences and connecting them to the world of

literature, they moved from ideas to action (Christensen, 2000). The goal is to provide

students with multicultural literature that will allow students to express themselves,

connect to others, engage in discussions, and form solutions. Christensen provided

students with the resources they need to support them ultimately sparking change in their

community.

Conclusion

After reviewing the research pertaining to multicultural literature, it is evident that

multicultural literature must be incorporated into elementary instruction as students are

prepared to become 21st century learners. The lack of multicultural literature present in

classrooms is a serious concern. “Diversity is a reality of our nation and of the world,

and with that reality comes the responsibility and opportunity for growth in order to

create a more accepting and just world” (Martinez, 2012, p.53). Multicultural literature

plays a significant role providing elementary students with literature that will require

them to critically think about diversity and issues in society. “As the challenge to better

educate underachieving students intensifies and diversity among student population

expands, the need for multicultural education grows exponentially” (Gay, 2004, p.35).

Providing students with an opportunity to engage in multicultural literature is crucial.

18
This study will require students to actively listen and discuss cultures they are unfamiliar

with. Topics such as discrimination and violence will be presented therefore students

will be questioned throughout the read aloud to assess their ability to comprehend and

respond to rigorous texts. In addition, they will explore and discuss possible solutions

related to the problems in the story.

It is clear that multicultural literature plays a significant role in elementary

education. This study will provide students the opportunity to explore, engage, and

discuss multicultural literature. As a result, it is hoped that students will start to become

more accepting of diverse cultures and set out ways to bring change and awareness to

their community.

19
 Chapter III

Research Design/Methodology

This qualitative study explores how multicultural literature can increase students’

awareness and acceptance of diverse cultures. Qualitative research helps provide insight

to problems or issues noted by researchers. “Practitioner research reflects a distinctive

commitment to investigating issues of equity, engagement and agency in classrooms and

schools across the country” (Cochran-Smith and Lytle, 2009, p. 12). Qualitative research

allows researchers to dive deeper into the problem. Observations, interviews, videos, and

dialogue between the researcher and participants provide qualitative data that can be used

to help gain a better understanding of the problem set forth in the research study.

“Increasingly sophisticated researchers permit the verification of scientifically based

practices and policies that increase achievement, improve teaching and the schools, and

solve problems involved in providing universal education to a large and diverse

population” (Cochran-Smith and Lytle, 2009, p. 10).

Qualitative research allows the researcher and participants to critically engage in

in-depth studies. Participants engaged in accountable talk discussions that required them

to modify their thinking and responses about the text after analyzing their peers counter

arguments. Furthermore, the interviews, observations, and artifacts provided me with

qualitative data that was critically analyzed to measure their development throughout the

study. For most of the participants in this study, they were exposed to literature that

required them to “think outside the box.” They are engaging in discussions about

controversial topics they may or may not be familiar with. The qualitative research

20
approach applies best to this study because students have to engage, reflect, and analyze

information in order to change their way of thinking or increase their knowledge about

culture, diversity, and acceptance. Not only were they required to engage in critical and

controversial discussions, they were required to support their beliefs using evidence from

the literature during one-on-one and group discussions. In addition, their written

responses to the literature allowed them to clearly articulate their thoughts and point of

view about controversial topics.

Procedure of the Study

Before I began collecting data, I showed students pictures of people from across

the world. They consisted of people from the following cultures: Pakistani, Muslim,

South African, Japanese, Chinese, Hispanic, and American. The students struggled to

identify the students from the Pakistani, Muslim, and South African culture.

After observing the population of the class, I decided to focus on the South

African and Pakistani culture because they seemed to be the most unfamiliar with these

two cultures. The participants in this study were predominantly Hispanic therefore I

wanted to expose them to cultures they were not familiar with. I explained to the

participants that they would read about and participate in activities about different

cultures to expand their knowledge about diversity.

During the first three thirty-minute sessions, students completed a pre-reading

cultural activity. They were broken off into four groups. Each group received a large

piece of bulletin paper tracing one of their group member’s bodies. As a group, they

listed information describing their culture and engaged in discussions identifying

21
similarities and differences amongst each other. As students discussed their cultures, I

observed and collected anecdotal notes that would be used for data analysis. Next, the

groups presented their findings to the class. We engaged in a whole group discussion in

which they compared and contrasted their culture to their classmates’ cultures from

different groups. Finally, students were given a culture reference sheet listing the

different cultural components. After reviewing the reference sheet, students engaged in a

think-pair-share discussing the different aspects of their culture.

The next four to seven thirty minutes sessions, I read aloud the story The Day

Gogo Went to Vote (Elinor Batezat Sisulu, 1999). Before reading the text, students

viewed the cover and title and made a prediction about the text. As I read the text aloud,

I stopped frequently to ask the students questions related to the text checking for

comprehension. Students were instructed to jot down notes in their reading response

notebooks stating new information they learned about the South African culture. After

reading the text, students watched a two-minute clip about the South African culture. As

students used their notes to discuss the new information they learned about the South

African culture, I worked with a small group rotating every 10 minutes to assess their

knowledge and understanding of the text. Students expressed their opinion stating if

Gogo should have voted and provided textual evidence to support their response. After

working with all four groups, we reconvened to the carpet and discussed their responses

as a whole group.

The next eight to twelve thirty minute sessions, I read aloud the text For the Right

to Learn Malala Yuosafzai’s Story (Rebecca Langston-George, 2016). We discussed the

Pakistani traditions and rules that affected the education system in their country.
22
Students were asked to describe how they would feel if they were not allowed to attend

school. Furthermore, they discussed the actions of Malala in the text and explained if

they would have the courage to take a stand as she did. As students worked to complete

this activity, I worked with four students one on one to have them further explain their

perspective of this text. Students were then required to write a letter to the Pakistani

government explaining whether or not they should change the educational system in their

country. I recorded students reading their letter aloud to use for further analysis.

During the last three sessions, I showed a video of students’ describing their

feelings about not being accepted because of their culture. Students were given a graphic

organizer. They were asked to record how each student in the video felt because they

were not accepted in society because of their culture. In addition, students responded to a

question stating why it is important for students to become more accepting of diverse

cultures. Serving as the facilitator, they engaged in a whole group accountable talk

discussion. I recorded their responses for further analysis.

Data Sources

The data for this qualitative study was collected in multiple ways. I began by

using a survey to assess their background knowledge about culture, diversity, and

multicultural literature. Using this information, I decided to incorporate multicultural

literature that was not related to the students’ cultural background. After choosing the

texts, students were asked to list information about their culture and discuss this

information within their groups and during whole group discussion. As I walked around

observing their responses, I took notes and recorded information that I found to be

23
significant in my teacher journal. This journal allowed me to record significant moments,

organize my thinking, and write down any clarifications or questions that I had in regard

to the study. Throughout the study, I recorded a whole group accountable talk discussion

and students presenting their work. Furthermore, I worked with students in small groups,

interviewed students, and engaged in one-on-one discussions to assess their

understanding about the information presented throughout the study. I collected the

students’ reader response journals, and any charted information to help analyze and

identify common themes throughout the study.

Data Analysis

The data collected throughout this study was used to help draw conclusions about

the importance of incorporating multicultural literature in elementary classrooms to help

promote engagement and increase cultural acceptance. I used the surveys to guide the

literature that would be provided to the students. By using the survey, I was able to see

how much students knew about culture, diversity, and multicultural literature which

allowed me to choose texts that would promote higher order thinking and engage students

in critical discussions about cultural differences. The observations allowed me to hear

how students connected to and interacted with the characters in the text. Charting

information provided students with a visual that would allow them to see similarities and

differences amongst them and people from diverse cultures. The interviews allowed me

to probe students and push them to expand their thinking and question the text. By doing

this, students became more consciously aware of the culture ultimately driving them to

show empathy. The videos that were taken provided me with a tool that would help me

24
dig deeper into student responses by analyzing their thinking. This showed me if

students were more culturally aware and engaged in the activities. I analyzed the

reflections in my teacher-research journal and used this as a tool to guide my instruction.

The notes provided me with insight to the students thinking and misconceptions they may

have had about culture, diversity, and acceptance. The reader response notebooks were a

key component as well. The student responses allowed me to analyze their “true”

reflective thinking about issues and problems we encountered in the text. I was also able

to gain a tremendous amount of data from the small group and one-on-one interactions

with students. They felt comfortable sharing their thoughts and opinions in a small group

setting making their responses more meaningful and significant to the study.

Context

Community. The study site is located in northern New Jersey and is the third

largest school district in the state. According to City-Data, approximately 147,000

people reside in this city. Among these residents, 57% are Hispanic, 28% are African

American, 9% are White, and 3% are Asian. Fifty two percent of the population are

females while males consist of 48%. The median income is approximately $32.000.

According to City-Data 70% or residents received their high school diploma, 10% of

residents received a bachelor’s degree, 2% of residents received a graduate degree, and

5% of the residents are currently unemployed (Onboard Informatics, 2017).

School district. The district’s mission statement is “to prepare each student for success

in college/university of their choosing and in their chosen career.” The district’s vision statement

is ‘to be the leader in educating New Jersey’s urban youth” (Department of Communications,

25
2017). The urban school district currently enrolls, 25,00 students in grades K-12. Additionally,

approximately 2,900 students are enrolled in Pre-K. There are 54 schools in the district and it is

currently one of four that is state operated. More than 92% of the students attending schools in

this district receive free or reduced priced lunch. Fifteen percent of students are receiving special

education services while thirteen percent are classified as ELL (Department of Communications,

2017). The approach used by the school district regarding ELA instruction is balanced literacy.

Teachers are required to implement guided reading, comprehension clubs, writer’s workshop, and

phonics into their instruction. Teachers are given novels, IFL units, writer workshop kits,

vocabulary and phonics books, and stationary items during the school year. A variety of

programs are used to help students with literacy. Programs such as Waggle, Achieve 3000, Star

Renaissance, Scholastic, and Reading A-Z are used to help students develop and advance in their

reading and writing skills. One of the districts goals is to provide an opportunity for students to

“learn about and appreciate other cultures and develop an appreciation for similarities and

differences as they prepare for success in a multicultural world” (Department of

Communications, 2017).

School. Approximately 800 students attend this urban school with majority of the

students coming from low income households. Most of the people who reside in this area

receive welfare assistance, have little to no education, with high school being the highest

level achieved. The study site is located in an area with high crime and poverty.

However, many services are offered to the students who attend this school. Students

have the opportunity to participate in afterschool programs such as dance, art,

intervention, Program Reads, and the PARCC Program. This school has an average

attendance of 94% although administrators are hoping to improve that rate. The school

demographic consists of 75% Hispanic students, 20% African American students, 3%

26
white students, and 2% Asian students. Out of the total population, 72 are classified as

special education, and 248 are classified as ELL. Fifty-six students are bused and 10 are

homeless.

Students. Twelve third grade students were selected from a general education

elementary class to participate in this study. The students chosen do not have IEP’s

504’s, nor have they been referred to the child study team. The information in the chart

below represents the student demographics.

27
Table 1

Student Demographics

Name Age Ethnicity Sex

Allen 8 Hispanic Male

Kayla 8 Hispanic Female

April 9 Hispanic Female

George 8 Hispanic Male

Amy 9 Hispanic Female

Jeffrey 9 Hispanic Male

Debra 8 Hispanic Female

Mike 8 Hispanic Male

Antoine 8 Hispanic Male

Steve 9 Hispanic Male

Dana 9 Hispanic Female

Deandre 8 Hispanic Male

*All names are pseudonyms to protect student privacy.

George, Debra, Steve, Jake and Dana are currently performing above grade level.

They love to participate in class discussions and share their thoughts about topics that are

discussed in class. They are leaders in the classroom and are often paired with struggling

learners to assist them with their work while helping them to build confidence. They

were eager to participate in the study and looked forward to the days when we engaged in

critical whole group discussions.

28
 Antoine, Amy, and Allen are easily distracted and lack focus. They are currently

performing below grade level and struggle to comprehend the information read in class.

These three students are often pulled for small group instruction that targets their area of

weakness and promotes comprehension. On the other hand, they are social and have

many friends. They mostly enjoy recess and art. When they are interested in a topic they

will participate in class discussions however, if they are unable to connect to the topic,

participation is minimal.

Kayla, Mike, and Deandre are extremely shy students however they are hard

workers. When working in a small group setting they feel more comfortable but they

tend to lack confidence during whole group instruction. These students are currently

performing below grade level however, if given the proper interventions, the will excel.

April is the bossy girl in the group. She likes to be in charge and is easily upset if

things are not her way. Although she is bossy, she is currently performing on grade-level

and loves to help her teacher. April has an endless amount of potential however; at times

her attitude hinders her performance.

Overall, there are 7 Hispanic boys and 5 Hispanic girls ages 8 and 9 participating

in this study. The results from the survey indicate that the students have minimal

knowledge of the importance of becoming more culturally aware and accepting of diverse

cultures.

In Chapter Four of this thesis, I will analyze and discuss the results from the

observations, videos, reader response notebooks, surveys, my teacher research journal,

29
and the charts. I will conclude by presenting my conclusions and implications of this

study in Chapter Five.

30
 Chapter IV

Data Analysis

Introduction

Chapter four will present the findings of my research study addressing the

following question: How do multicultural texts foster engagement and student acceptance

of cultural difference in an elementary classroom? After carefully reviewing and

organizing the data, it indicates three reoccurring themes throughout the study:

Identifying and defining culture, showing empathy towards diverse cultures, and

recognizing the benefits of multicultural literature. Before reading the multicultural texts,

students were given a survey to assess their knowledge of multicultural literature. They

engaged in whole group discussions, interviews, and small group instruction. In addition,

they analyzed and responded to the multicultural literature in their reader response

notebooks. Throughout the study, I kept a teacher journal used to take notes and record

my thoughts throughout the research process.

Revisiting the Study

As explained in Chapter three, I collected data for fifteen thirty minute sessions

over the course of six weeks. Twelve third grade students’-ages eight and nine

participated in this study. The study took place in my classroom from 8: 30 a.m. - 9:00

a.m. First, students were given a survey to assess their background knowledge. After

analyzing the results of this study, I charted their responses to particular questions to

track their development throughout the study. Two multicultural literature texts were

31
read aloud followed by discussion questions and activities. The first text read aloud was

The Day Gogo Went to Vote (Elinor Batezat Sisulu, 1999). This story was about an

older South African woman who recently earned the right to vote. However, her family

did not want her to vote because the journey would be long and tiring for a sick elderly

woman. After explaining this significant moment in history to her family, they finally

agreed to let her vote. The next text read aloud was For the Right to Learn Malala

Yuosafzai’s Story (Rebecca Langston-George, 2016). In this text, the author explains

how Malala almost lost her life because she decided to take a stance against the Taliban.

She would later become a Nobel Peace prize winner and an advocate as well as voice for

girls who were not allowed to attend school. I recorded important information and notes

in my teacher journal to use for data analysis. After reading and discussing the texts,

students were given the survey to complete after concluding the study. The results were

used to analyze if students were engaged and demonstrated acceptance of cultures

different from their own.

Identifying and Defining Culture

I began this study by providing students with a Multicultural Literature Survey to

assess their background knowledge about culture, diversity, and acceptance. Students

were required to answer the following question: What is culture? The students’

responses were charted in the table below.

32
Table 2
Multicultural Literature Survey-Question 1

Allen “A culture is a thing that helps you.”

Kayla “I think culture is when you make

something nice and unique.”
April “A culture is a person how teach you stuff
and takes care of you.”
George “A culture is the shape of something.”

Amy “I think a culture is a country.”

Jeffrey “Culture is something nice and fun.”

Debra “Culture is like someone’s know many

more languages.”
Mike “Culture is a country.”

Antoine “I say that it happen a long time ago.”

Steve “A culture is like a different kinds of

experiment.”
Dana “I think it’s like a celebration people
enjoy.”
Deandre “Culture is like a state or something.”

Based on the results of the survey it was evident students had varying ideas and

needed additional support understanding the term culture. Two students defined the term

culture as a “country”, while others viewed it as “something nice, fun, or unique.” As a

result, I provided them with a culture reference sheet that was used frequently throughout

the study. The reference sheet provided students with an explanation and visuals that

would allow them to better comprehend the term culture. After reviewing and

discussing the culture reference sheet, students were broken into four groups. They were
33
given a piece of bulletin paper and were told to outline one of their group member’s

bodies onto the sheet. Next, they identified different customs and traditions that took

place in their cultures. As I circulated the room, I noticed students were engaged and

eager to discuss their culture with the group. After working on this assignment for fifteen

minutes, we reconvened to the carpet forming a circle to engage in an accountable talk

discussion. I posed the following question: What are something’s you would like to

share about your culture with the class?

Debra: “In my culture we sing and dance to Bachata and eat empanadas on Saturdays

with my family.”

Allen: “We do something almost the same in my culture but we don’t listen to Bachata.

We have family over for dinner and eat a lot of Spanish food like rice and beans.”

Steve: “I love rice and beans! We eat that at least once a week in my house.”

Ms. Rouse: “I love hearing about the things you do in your culture. In my culture we

make food, eat together, and play games every Sunday as a family. Can someone else

tell me more about their culture?”

George: “In my culture we go to church on Sundays. After we come home and eat dinner

like you do with your family Ms. Rouse.”

Ms. Rouse: “George, you just identified a similarity between our cultures. Although we

come from different cultures, we share some of the same beliefs. It is important to

remember that people from different cultures may or may not have common beliefs or

traditions.”

34
 After concluding the accountable talk discussion, I heard a few moans and groans

because some students were unable to share their thoughts aloud. I explained to the

students that they would have time throughout the study to share their ideas however

because of time the discussion was concluded.

During the next few sessions of the study we focused on the text The Day Gogo

Went to Vote (Elinor Batezat Sisulu, 1999). As I read the book aloud, I would stop to

ask and answer questions to check for comprehension and clarify any misconceptions or

misunderstandings the students encountered. In addition, students analyzed the pictures

and language that was being used to identify things specifically related to the South

African culture.

One particular day as I was reading the text aloud, I heard snickering and

immediately heard a loud voice. Dana shouted, “Ms. Rouse, Jeffrey is laughing at

Thembi and Gogo’s name!” I stated, “Thank you Dana however, next time please raise

your hand. Jeffrey is this true. I heard snickering from your area before Dana’s

statement.” Jeffrey stated, “Yes Ms. Rouse. I thought Thembi and Gogo’s name was

funny.” I took this time to address the entire class about the importance of respecting

diverse cultures. I explained that although we may not personally like or agree with

certain things about other cultures, we must respect it and not pass judgment because we

would be hurt, or upset if someone made fun our culture. Jeffrey apologized and stated

that his feelings would be hurt if someone laughed at his name and he wouldn’t laugh at

anyone else.

35
 After reading and discussing the text The Day Gogo Went to Vote (Elinor Batezat

Sisulu, 1999), I posed the following question on chart paper: What are some things you

learned about the South African culture after reading the text? Students responded to this

question in their reader response journals. (See Figure 1)

Figure 1. Notes

Many students identified the head scarves, language, animals, and explained the

difference between the South African voting system and the American voting system as

things they learned about the South African culture. Terms such as “Gogo” meaning

grandmother and “Tata” meaning father in the South African culture were discussed as

well.

36
 On the last day of the study, students we given a duplicate copy of the

multicultural literature survey. I explained to students after learning about different

cultures and reading multicultural texts they would complete the survey again. The

results from this survey indicate after reading and engaging in the study, students were

able to define or partially define the term culture. Amy identified culture as “the thing

that can help you learn about others.” Although she did not define culture, she associates

the term with learning about others. Jeffrey’s defines culture as “the different

celebrations and traditions people have across the world.” After analyzing the results of

the survey, it is evident that students gained a better understanding of the term culture

after completing the study.

Showing Empathy Towards Diverse Cultures

As we read the text The Day Gogo Went to Vote (Elinor Batezat Sisulu, 1999),

issues such as discrimination and inequality became the focus of discussion. Initially,

students had a difficult time understanding why GoGo was so adamant about voting. I

explained to students that during this time in history black people in South Africa were

not allowed to vote. They recently won the right to vote. I continued by saying although

Gogo was old and sick, she wanted to have a chance in her lifetime to vote because this

was a significant moment in history. I noticed hands immediately began to rise after my

statement. I pointed to Kayla and she asked, “Ms. Rouse why couldn’t the black South

Africans vote?” Allen stated, “I think it’s because white people were in control of South

Africa and they wanted to be in charge.” Steve shouted, “Yeah, just think about Dr.

Martin Luther King. He fought for African Americans, he was on their side to protect

them from the white people.” As the discussion took place Kayla began to think about the
37
responses from her peers. She said, “So basically the white people in South Africa

wanted to be in control and rule the black South Africans but people fought for their

rights like Dr. Martin Luther King and won.” I looked at Kayla, smiled, and said exactly.

This interaction amongst the students showed that they were beginning to critically think

and analyze the text on a deeper level. They are starting to understand why Gogo was so

adamant about voting and why her vote was so important to the black South Africans.

Students recognized black South Africans recently earned the right to vote therefore

Gogo’s participation in the election was historic and necessary if black South Africans

wanted change for their country.

After reading and discussing the text, I asked students the following question. Do

you think Gogo’s family should have allowed her to vote knowing that she was sick and

could possibly be injured? Provide details from the text to support your answer. As I

circulated the room I noticed that April was extremely engaged in the story. I kneeled

next to April and asked her to come with me to the back table so that she can share her

response.

April wrote the following in her journal:

My opinion is that Gogo’s family should let her vote because Gogo had a

great chance to vote. She wanted to vote for a great president that doesn’t care

about people’s skin color. Also, if they let her vote- the rights in South Africa

will be equal by white and black people. This is why Gogo’s family should let

her vote.

38
 I asked April to clarify what she meant when she stated “the rights in South

Africa will be equal by white and black people. She said, “Black South Africans earned

the right to vote like white South Africans. Gogo is getting older and she deserves to

vote because now she has equal rights. Her family should allow her to vote because she

may not be alive to vote in the next election.” I looked at April and commended her on

her response and providing evidence from the text to support her answer. April’s

response indicates that she is becoming more engaged in the literature and culturally

aware. She showed her ability to comprehend, analyze, connect, and provide textual

evidence from the literature to support her opinion.

Towards the middle of the study, I introduced the text For the Right to Learn

Malala Yuosafzai’s Story (Rebecca Langston-George, 2016) to students. Students began

to make predictions about the text before they were required to which showed me how

interested they were in learning more about Malala’s culture. After providing students

with some background knowledge I began to read the text aloud. As I scanned the room

to look at their expressions I became speechless.

Wednesday, November 22nd, 2017

Today we read about Malala’s story and I was surprised by the students’

reaction. I guess I never took the time to realize how much of an impact her story could

have on them. The look of sadness they expressed showed me that students could relate

to Malala. Some students felt that Malala was brave to stand up to the Taliban but others

felt that she shouldn’t have risked her life. I noticed that Antoine was particularly quiet

and I asked him to share his thoughts. He began to explain that he felt bad for Malala

39
and would be upset if someone told him he couldn’t go to school. Others began to agree

with Antoine as I watched a critical discussion unfold. They began to discuss the

importance of standing up for your rights however, they identified the consequences that

may occur when taking a stance. Today I learned that I should never underestimate

students and their ability to analyze the text. I went into today’s lesson thinking that it

would be to rigorous however, my students proved me wrong.

After reading about the suffering Malala endured because she wanted an

education, students began to show compassion towards her situation. They started to

realize that they shouldn’t take their education for granted and would be really upset if

someone took it away from them. They believe that you should take a stance and fight

for something you believe in however, if it is not done with caution there could be serious

consequences to follow. Initially, I thought the lesson would be challenging because of

their lack of maturity. However, the students made connections, were empathetic, and

engaged in a productive class discussion.

During the next lesson, I explained to students that they would begin drafting a

letter to the Pakistani government stating if they believed girls should be allowed to

attend school. They were required to state their opinion as well as provide details to

support their opinion. The students agreed that girls should be able to attend school and

expressed their beliefs as to why. (See Figure 2)

40
Figure 2. Letter

Reading Malala’s story allowed students to show empathy and begin to develop

solutions that would help girls in her culture. After concluding the letter, students began

to ask if I could send the letter to Pakistan. They wanted the government to read their

letters hoping that it would help encourage them to stand up against the Taliban and

allow girls to attend school.

Recognizing the Benefits of Multicultural Literature

We began to engage in conversations about gender inequality after reading the

text, For the Right to Learn Malala Yuosafzai’s Story (Rebecca Langston-George, 2016).

It was important for students to understand this concept in order to comprehend and

41
analyze the text. As we were discussing gender inequality, I noticed that April raised her

hand. After calling on her she stated, “Ms. Rouse, if we didn’t read about Malala, would

we have discussed this stuff.” I asked her to clarify what she meant when she stated,

“this stuff.” “Well about girls not being equal to boys. I really like learning about this,”

she said. The class began to agree with her and I immediately felt a sense of pride

because they were expressing their interest for multicultural literature. I explained to

April that gender inequality would have not been a topic we would have normally

discussed in third grade but I would try to include more books like that into instruction.

Controversial topics such as gender inequality and discrimination became enjoyable for

third graders to learn about after being exposed to these issues through multicultural

literature.

As students completed their letters to the Pakistani government, I began

conferring with them one-on-one to gain a better understanding of their perception about

multicultural texts. When asked about multicultural texts, Dana’s responses were as

followed:

Ms. Rouse: “Did you find the multicultural texts interesting?”

Dana: “Very interesting. I didn’t know about their cultures although I knew about

black history. The South African culture voting system was interesting. I never

knew about Pakistan and their unfair laws. I like learning about that.”

Ms. Rouse: “Do you think we should read more multicultural texts in class?”

Dana: “Yes because I want to learn about more cultures.”

42
 Ms. Rouse: “Do you think learning about these cultures will make you more

accepting of other cultures?”

Dana: “Yes because now that I know about other cultures, I won’t make fun about

what they eat or wear. I would be really really angry and would punch someone

if they talked about me but now I understand I shouldn’t talk about others I

should respect their culture even if I don’t agree.”

The discussion with Dana shows not only is she engaged, she is learning to be

more accepting of diverse cultures. She understands the importance of multicultural

literature and the role it plays in teaching students about diversity. Providing her with

literature that focused on real-world problems such as gender inequality and

discrimination exposed her to issues that she would not normally discuss. The

multicultural texts read aloud in class has allowed Dana to express emotions and engage

in thought provoking dialogue ultimately leading her to see the benefits of reading

multicultural literature.

Many students expressed similar thoughts as Dana. They enjoyed reading about

multicultural texts and wished that we could spend more time in class reading about

diverse cultures. Their response to the multicultural literature read in class prompted the

following question. What are the benefits of reading multicultural texts? If you think

there are no benefits please state: There are not benefits. Their responses are listed in the

table below.

43
Table 3
Benefits of Reading Multicultural Texts

Allen “If you go there to real life you will know

more about them.”
Kayla “We should read more culture books
because if we go to that culture we can
know what they do like what they eat how
they celebrate.”
April “To learn about more cultures.”

George “I think we should read about more books

about other cultures because I want to learn
about more countries like Malala’s story.”
Amy “We can learn about more cultures.”

Jeffrey “We get to learn about their food and learn

more about them.”
Debra “Benefits of multicultural texts is if you go
to another culture the text will tell you
about the culture you want to go to. Also,
you can know what the laws are.”
Mike “We can learn to do things if we visit their
country.”
Antoine “There are benefits of reading multicultural
texts. Maybe if we go there we know how
their culture is.”
Steve “We can learn more about different
cultures we don’t know.”
Dana “The benefits are we learn about different
cultures so we can know what they eat and
how they live.”
Deandre “This is good to help you learn not to be
mean to people like Gogo went to vote.”

By the end of the study, students were able to recognize the benefits of

incorporating multicultural literature into instruction. Most students provided a reason to

support why they believe multicultural literature is beneficial.

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Summary of Data Analysis

After analyzing my findings, I noticed that students began to develop and redefine

their original definition of culture after engaging in text based discussions. The activities

provided throughout the study allowed them to engage in controversial conversations that

required them to have an understanding of a particular culture in order to actively

participate in class discussions. The participants began to show empathy towards the

characters when they read about the discrimination and inequalities people in their culture

endured. They were able to provide evidence supporting their opinions using information

from the text. The participants began to apply what they read to their own lives allowing

them to connect to the characters on a deeper level. They imagined themselves in their

situation which provoked emotional responses causing students to have great compassion

and empathy for the characters. By the end of the study, students were able to explain the

benefits of reading multicultural literature. Furthermore, they expressed their interest and

desire to continue reading texts that would expose them to diverse cultures yet challenge

them to critically think and analyze the text.

Chapter five of this study presents the summary of findings, conclusions,

implications, limitations, and recommendations for further research related to this study.

45
 Chapter V

Summary, Conclusions, Limitations, and Implications for the Field

Summary

In conclusion, I found that students were able to become more engaged and

accepting of diverse cultures after reading multicultural literature in the classroom

setting. This six week study allowed students to engage in productive dialogue with their

peers while analyzing and responding to complex texts. In addition, it allowed them to

discuss real-world issues and participate in activities that focus on providing solutions to

issues and/or problems. Furthermore, students felt safe and comfortable asking questions

about culture and diversity. They were eager to express their thoughts and make

connections to the multicultural texts showing their enthusiasm as they learn about

different cultures.

Initially, I found that students were unfamiliar with the term culture. After

providing resources and texts exposing them to this term, their understanding of the term

began to develop. Their concept of the term culture began to increase after reviewing the

culture reference sheet. They began to identify similarities and differences amongst their

cultures before engaging in the multicultural texts. While reading the text The Day Gogo

Went to Vote (Elinor Batezat Sisulu, 1999), students recognized cultural aspects of the

text that differed from their norm. Learning about the different voting laws and terms

such as “Tata” and “Gogo” fascinated them. It was something they were unfamiliar with

however it was the beginning of them becoming more culturally aware, engaged, and

accepting of diverse cultures.

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 In addition, as the study progressed students became empathetic towards the

characters. In the first read aloud, students connected to Gogo because of her passion and

determination to vote. Not only did they believe her family should allow her to

participate in the election, they identified significant reasons why she should be allowed

to vote. Students recognized the importance of her vote and the impact it would have on

the South African culture. They referred to the text citing evidence to support their

claims which shows that students comprehended and analyzed the information presented

in the story.

Reading about Malala allowed students to express their emotions and connect to

the character. The events in the text sparked an emotion within the students that

eventually led to them writing a letter demanding change. Students became more

appreciative of their education and the opportunities they have to become successful

productive members of society. This text exposed students to the harsh reality that some

girls encounter daily. They were able to verbally explain their disbelief and discuss this

controversial topic with their peers during whole group instruction. This discussion led

to a positive exchange amongst third graders about the cultural differences between the

Hispanic and Pakistani culture.

By the conclusion of the study, students identified the benefits of reading

multicultural texts. Students expressed their desire to continue reading about diverse

cultures and engaging in critical discussions. Providing students with an opportunity to

engage and discuss topics such a discrimination and gender inequality in a third-grade

classroom allowed students to interact with their peers in a positive manner.

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Conclusions

I found that my study was beneficial to students because they were exposed to

diverse cultures and ultimately gained a better understanding of the South African and

Pakistani culture, promoted positive discussions amongst their peers, and allowed

students to critically think and analyze the text. As previously stated in chapter two Gay

(2004) states, “As the challenge to better educate underachieving students intensifies and

diversity among student population expands, the need to fit multicultural education grows

exponentially” (p. 35). Gay continues by explaining the importance of implementing

multicultural texts to students who are performing below grade level and the benefits it

will have on their academic achievement. My research supported this idea because it

allowed students to engage in multicultural literature and provided them with

opportunities to respond to higher level questioning and participate in evidence based

activities that required them to comprehend the material read aloud. Students began to

ask questions about diverse cultures that eventually led to accountable talk discussions

leaving me to take on the role as the facilitator.

Additionally, I found that the third-grade students enjoyed discussing

controversial topics at a young age. Topics such as discrimination and gender inequality

were foreign to some which made them extremely curious. As we discussed

discrimination, students often raised their hands to share ideas about their interpretation

of discrimination. Other students would clarify or make connections using Dr. Martin

Luther King as an example. Gender inequality was a topic that students were unfamiliar

with. As a I read Malala’s story aloud, I would look at the expression on the students

48
faces and could immediately tell they were affected by the text. Students were eager to

share their thoughts and would often become upset if I did not call on them right away.

This showed me that students were engaged and interested in the text.

Ultimately my findings support’s the literature that promotes the use of

multicultural texts in the classroom. As stated in chapter two, “Diversity is a reality of

our nation and of the world, and with that reality comes the responsibility and

opportunity for growth in order to create a more accepting and just world” (Martinez,

2012, p.53). The world is filled with diversity therefore it is important that students are

exposed to multicultural literature at an early age. Students were able to connect to

characters and analyze difficult concepts through the use of multicultural literature.

Furthermore, they were engaged and positively interacted with their peers discussing

real-world issues. These texts allowed students to develop their understanding of

diversity and acceptance of cultures other than their own.

Limitations

One major limitation to this teacher research study was the lack of time provided

to collect the data. This study took place over a six-week period for fifteen thirty minute

sessions. As a result, my original plan of introducing four texts had been reduced to two.

If more time was allotted I would have introduce additional multicultural texts and

gathered more data to gain a better understanding if students learned to become more

accepting towards one another. Although students learned to empathize with the

characters, I think providing them with multicultural literature related to their culture

would help them become more accepting of their peers.

49
 Another limitation was the lack of multicultural literature presented throughout

the study due to the time constraint. Initially, I wanted to read four multicultural texts

however I only read two. Exposing students to real-world topics allowed them to connect

and relate to the characters which increased their engagement and ability to comprehend

the texts. If students were exposed to more multicultural literature, I think they would

have continued to engage and critically think about issues that people encounter across

the world today. Additionally, they would continue to develop their knowledge about

diversity ultimately increasing the likelihood that they will grow up to be accepting

individuals.

Finally, the students’ lack of knowledge about the term culture proved to be a

limitation in the beginning of the research study as well. I assumed that students had a

general idea of the term culture however the survey proved otherwise. The first two

sessions were spent building their background knowledge so they could understand the

purpose of the research study and why it is important to be more accepting of diverse

cultures and culturally aware.

Implications for the Field

After analyzing the data collecting throughout this brief study I would

recommend more time be given when assessing students’ ability to become more

engaged and accepting of diverse cultures after reading multicultural literature. Diving

into this topic in depth by reviewing more cultures and discussing controversial topics

will allow future researchers to see if students are truly making strides to becoming more

accepting and engaged over a longer period of time. It would be interesting to see how

50
much knowledge and awareness students would gain over the course of an academic

school year after reading multicultural literature.

Another implication for future researchers is to expose students to multicultural

literature representing their culture. The students participating in this study were

Hispanic. It would be important to see if their level of interest would increase if they

were reading multicultural literature related to their culture. In addition, providing

multicultural literature they can relate to would allow students to become more familiar

with their culture. They would be able to identify similarities and differences between

themselves and the characters which would be a good way to promote engagement.

Finally, this study could be improved by introducing literature that focuses on

subjects that would bring awareness to issues people encounter. Multicultural literature

that discusses different religions and homosexuality would bring awareness to elementary

students about topics that are not usually discussed in school. This would be a great way

to truly assess if students are becoming more culturally aware and accepting of the

diverse cultures in the world today.

In short, the use of multicultural literature in third-grade classrooms will promote

engagement and acceptance amongst diverse cultures. It is important for teachers to

expose students to multicultural texts and have discussions that will allow students to

actively engage with their peers while discussing real world issues. As educators, the

goal is to prepare students to become problem solvers and critical thinkers. Incorporating

multicultural literature into instruction will expose elementary students at an early age to

diversity in hopes of increasing their acceptance of all people across the world.

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 References

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Cochran-Smith, M. & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the
next generation. New York, NY: Teachers College Press.

Colby, S. A., & Lyon, A. F. (2004) Heightening awareness about the importance of using
multicultural literature. Multicultural Education, 11 (3), 24-28.

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Dong, Y. R., (2005) Taking a cultural-response approach to teaching multicultural literature. The
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(2) 106-116.

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Souto-Manning, M. (2009). Negotiating culturally responsive pedagogy through multicultural
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 Appendix A

Multicultural Literature Survey

What is culture?

________________________________________________________________________
________________________________________________________________________

What id diversity?

________________________________________________________________________
________________________________________________________________________

What is multicultural literature?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

How can multicultural literature help you learn more about other cultures?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Do you think it is important to learn more about other cultures?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

How can multicultural literature help you become more accepting of cultures other than
your own?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

How can you use past experiences to engage in critical discussions and increase your
understanding of diverse cultures and multicultural texts?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
54
 Appendix B

Culture Reference Sheet

55
 Appendix C

Multicultural Texts

56