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Exploring the promise of multicultural literature: a case study exploring the impact of the use of mulitucultural literature on the engagement of students from diverse backgrounds

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Exploring the promise of multicultural literature: a case study exploring the impact of the use of mulitucultural literature on the engagement of students from diverse backgrounds

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Content EXPLORING THE PROMISE OF MULTICULTURAL LITERATURE:
A CASE STUDY ON THE IMPACT OF THE USE OF MULTICULTURAL
LITERATURE ON THE ENGAGEMENT OF STUDENTS FROM DIVERSE
BACKGROUNDS
by
LaShawn D. Moore
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 LaShawn D. Moore
ii
Dedication
This dissertation is dedicated to my PHENOMENAL mother, who always believed I
could do anything, including this.
iii
Acknowledgements
If we are honest with ourselves, each of us knows that it is impossible to make this
journey alone. There are so many people who have encouraged me, and wished me
well throughout this process, that it is impossible to acknowledge each one
individually. I do hope however that each of them knows my heart is filled with
sincere thanks and gratitude for all of the encouragement, love, support, and prayers
that I have received along the way.
To my father who often told me he couldn’t believe how much time and energy went
into the completion of this dissertation, and simply didn’t know how I did it. What
he failed to realize is that the work ethic that carried me through this process was
learned from him.
To my committee chair, Dr. Eugenia Mora-Flores, who was an absolute blessing to
me throughout this entire process, I offer my sincere thanks. From the very
beginning, she challenged me to refine my thoughts, and work as hard as I possibly
could. Each step of the way, she was working just as hard, if not harder than I was to
ensure that I reached my maximum potential. Never once did she discourage my
thoughts, or try to turn my study into anything other than what I wanted it to be.
Instead, she gracefully guided me and gave me the wings I needed to soar and
explore that which was important to me. I have said it before, and I say it again, a
million thanks!
iv
To Dr. Gigi Ragusa and Dr. Christi Hovest, I thank you, for both challenging and
encouraging me along the way. Your tireless efforts are greatly appreciated.
I am thankful to the school site in my study for opening its doors, and allowing me to
share with a larger audience the amazing work that is being done. Both the librarian
and teacher were so giving of their time and themselves, in an effort to help me
create an accurate picture of what is occurring at this school, and more specifically in
this particular classroom. Others who’ve read this dissertation have been impressed,
and amazed by the work of “Ms. Langston.” I had the good fortunate of seeing it for
myself. Truly she is an incredible teacher, and both her students and myself have
benefited greatly from the time spent in her presence.
I came to USC not knowing anyone, and I walk away with four remarkable friends,
who have helped me to make it through this crazy experience called earning your
doctorate. Karen, Misook, Nikki, and Veronica, I am truly thankful for all of the
time, energy, love, and support we have shared along the way. Here’s to us, and a
lifetime of friendship!
Susan, without your flexibility, love, and support I would not have made it to this
place! I know that you say you will never pursue this degree, so I simply say that
this one belongs to us.
v
Table of Contents
Dedication ............................................................................................................... ii
Acknowledgements................................................................................................. iii
List of Tables......................................................................................................... vii
List of Figures ...................................................................................................... viii
Abstract .................................................................................................................. ix
CHAPTER ONE...................................................................................................... 1
Introduction ............................................................................................................. 1
Background of the Problem ..................................................................................... 1
Research Questions.............................................................................................. 4
Significance of the Study ......................................................................................... 5
Limitations of the Study........................................................................................... 8
Definition of Terms ................................................................................................. 8
CHAPTER TWO....................................................................................................12
Introduction ............................................................................................................12
Historical Perspective on the Achievement Gap......................................................14
The Literature on Student Engagement ...................................................................17
Definitions of Engagement..................................................................................17
Theories of Engagement .....................................................................................20
Impact of Engagement ........................................................................................23
The Literature on Multicultural Literature...............................................................32
Definitions of Multicultural Literature ................................................................32
Historical Background on the Publication of Multicultural Literature..................33
Perspectives on Using Multicultural Literature....................................................35
Impact of Multicultural Literature.......................................................................38
Student Engagement and Multicultural Literature Come Together ..........................43
Summary of the Literature Review .........................................................................44
CHAPTER THREE ................................................................................................47
Methodology ..........................................................................................................47
Sample and Population ...........................................................................................50
Overview of the district and school .....................................................................51
Overview of the class and teacher .......................................................................52
Instrumentation.......................................................................................................53
Data Analysis Procedures .......................................................................................58
CHAPTER FOUR ..................................................................................................62
Demographics.........................................................................................................63
The Library.........................................................................................................64
The Classroom....................................................................................................68
vi
Teacher...............................................................................................................70
Impact of Multicultural Literature on Student Engagement .....................................71
Involvement........................................................................................................72
Curiosity.............................................................................................................74
Social Interactions...............................................................................................77
Student Access to Multicultural Literature ..............................................................85
Direct Instruction................................................................................................87
Classroom Library Access ..................................................................................90
School Library Access ........................................................................................90
Role of Multicultural Literature in the Classroom ...................................................92
Integration ..........................................................................................................92
Teacher’s Role in the Use of Multicultural Literature in the Classroom...................93
Facilitator ...........................................................................................................93
Collaborator........................................................................................................94
Connecting the Integral Settings .............................................................................97
Engagement ........................................................................................................99
Personal Investment..........................................................................................101
Integration of Multicultural Literature...............................................................102
Partnerships ......................................................................................................103
The Teacher as Facilitator.................................................................................104
CHAPTER FIVE ..................................................................................................106
Contributions of this Study ...................................................................................107
Implications..........................................................................................................110
Policy ...............................................................................................................110
Professional Practice.........................................................................................113
Educational Practice..........................................................................................115
Collaboration with Parents................................................................................117
Future Studies.......................................................................................................118
REFERENCES.....................................................................................................122
Appendix A: Teacher Interview Protocol ..............................................................130
Appendix B: Librarian Interview Protocol ............................................................132
Appendix C: Multicultural Classroom Library Books ...........................................133
Appendix D: Multicultural School Library Books.................................................145
vii
List of Tables
Table 1 Percentage of Public School Students Enrolled in K-12 by
Race/Ethnicity 1
Table 2 Percentage of 15-24 Year Olds Who Dropped Out of Grades K-12 2
Table 3 Ethnic Breakdown of Students 52
Table 4 Investigator’s Data Collection Procedures 53
Table 5 Academic Engagement Indicators 82
Table 6 Multicultural Literature in the Classroom 86
viii
List of Figures
Figure 1 Brofenbrenner’s Ecological Model 22
Figure 2 Forms of Student Access to Multicultural Literature 91
Figure 3 Integrated Multicultural Schema: Teacher as Mediator 98
ix
Abstract
For years students from diverse backgrounds have continued to achieve at
rates below those of their white peers. The educational community has termed this
problem the achievement gap, and they have sought for years to find methods to
improve this situation. This study examined the impact of the use of multicultural
literature on the engagement of students from diverse backgrounds. Researchers
have linked engagement to academic achievement. Interviews, observations, and
document analysis were utilized to study whether there was a relationship between
the use of multicultural literature and student engagement. Interviews focused on
criteria used to select multicultural literature, as well as adult perceptions of student
engagement. Observations examined student engagement. Document analysis was
used to examine multicultural literature and student work samples.
Results from this study suggested that the use of multicultural literature could
have a positive impact on the engagement of students from diverse backgrounds.
Data from observations and interviews demonstrated that students were engaged
when multicultural literature was utilized. The data also suggested that the teacher
played a critical role in both providing access to multicultural literature, and
facilitating student engagement. The teacher’s active use of multicultural literature
and efforts to incorporate it throughout the curriculum were an important catalyst for
student engagement.
As the educational community continues to try to close the achievement gap,
the use of multicultural literature as supported by this study appears to be promising,
x
due to the fact that student engagement is a key factor in student achievement.
When students are engaged, as they were with multicultural literature in this study,
they perform better academically. There is however more to be learned. The data
from this study suggested that the role of the teacher was central in how students
related to multicultural literature. There is a need to continue examining both the
impact of the use of multicultural literature, and the role of the teacher as is relates to
the use of this type of literature.
1
CHAPTER ONE
Introduction
Background of the Problem
By the year 2020, half of all students in the United States of America will be
children of color (Ralph, 1995). Although the United States has always been
diverse, it is far more so today (Nieto, 2005). The U.S. Census Bureau (2005)
reports that while the number of European American students is declining, the total
number of minority children or students of color are on the rise. With this shift in
the school population, it does not come as a surprise that the schools are changing as
well (Nieto). Schools are grappling with how to effectively meet the educational
needs of a student body that has become more linguistically, culturally and ethnically
diverse.
Table 1: Percentage distribution of public school students enrolled in kindergarten through 12
th
grade,
by race/ethnicity: Fall 1994–2003 (adapted from U.S. Department of Education)

Minority enrollment
Fall of year White Total Black Hispanic Other
1994 65.8 34.2 16.7 13.7 3.8
1995 65.5 34.5 16.9 14.1 3.5
1996 63.7 36.3 16.6 14.5 5.3
1997 63.0 37.0 16.9 14.9 5.1
1998 62.4 37.6 17.2 15.4 5.1
1999 61.9 38.1 16.5 16.2 5.5
2000 61.3 38.7 16.6 16.6 5.4
2001 61.3 38.7 16.5 16.6 5.6
2002 60.7 39.3 16.5 17.6 5.2
2003 58.3 41.7 16.1 18.6 7.0
NOTE: Detail may not sum to totals because of rounding.
2
Research shows that Hispanic and African American students are not
achieving at the rates of their White counterparts (Bell, 2004). The disparity in
academic performance between these groups is commonly referred to as the
achievement gap. Several decades ago the educational community began to take
serious note of this gap that appeared to be growing between non-White students,
and their White peers (Perry, Steele, & Hilliard, 2003; Bell; Sancore, 2004; Nieto,
2005). Test data from across the nation has and continues to demonstrate this
discrepancy in black and white. Results from nationwide assessments such as those
included in the Nation’s Report Card (Donahue, Daane, & Yin, 2005) detail how
White and Asian/Pacific Islander students perform better than Hispanic, African
American, and American Indian/Alaska Native students (Donahue, Daane, & Yin).
Table 2: Percentage of 15- through 24-year-olds who dropped out of grades 10-12 in the past year,
percentage of 16- through 24-year-olds who were dropouts, and percentage of 18- through 24-year-olds
who had completed high school, by race/ethnicity: October 2000 (U.S. Dept. of Education)
Dropout and completion
measures
Total
1
White,
non-Hispanic
Black,
non-Hispanic
Hispanic
Asian/Pacific
Islander
Percentage of 15- through 24-
year-olds who dropped out of
grades 10-12, October 1999 to
October 2000
4.8 4.1 6.1 7.4 3.5
Percentage of 16- through 24-
year-olds who were dropouts in
2000
1
0.9
6.9 13.1 27.8 3.8
Percentage of 18- through 24-
year-olds who were high school
completers in 2000
2
86.5 91.8 83.7 64.1 94.6
1. Due to relatively small sample sizes, American Indians/Alaskan Natives are included in the total but
are not shown separately.
2. Excludes those still enrolled in high school.
In addition to achieving lower scores on assessments, students from diverse
ethnic backgrounds (particularly African American and Latino students) are
3
dropping out of school at higher rates than their European American counterparts.
Although the U.S. Department of Education National Center for Education Statistics
(2006) reports that in the year 2000 the gap between African American drop out rates
and European American drop out rates had narrowed, Hispanics continued to drop
out at higher rates than all other ethnic groups. The status rate for Asian/Pacific
Islanders was 3.8 percent compared with 27.8 percent for Hispanics, 13.1 percent for
Blacks, and 6.9 percent for Whites (U.S. Department of Education National Center
for Education Statistics, 2006). These statistics clearly demonstrate how students
from diverse ethnic backgrounds are not only disengaging in their classrooms, but
ultimately they are disengaging completely from the educational system.
The educational community’s struggle with how to best meet the academic
needs of its continuously diversifying population persists. Researchers such as
Marks (2000) and Elmore (1990) have identified student engagement with school
and the work involved in learning as an important goal for education. Others have
affirmed that engagement contributes to academic performance (Finn & Panozzo,
2004; Klem & Connell 2004). Although it is well established that students’
academic engagement plays an important role in their academic achievement, it
remains understudied (Johnson, Crosnoe, & Elder, 2001). There is a demonstrated
need for continued research as to how to engage students from diverse backgrounds,
in order to begin closing the achievement gap, and end the current cycle of the
student drop out rate.
4
Research Questions
This qualitative case study sought to create a better understanding of the
impact of multicultural literature on student engagement, with a focus on teacher
observations/perceptions. The study focused on a school that incorporates
multicultural literature in their language arts curriculum through the use of publisher
created texts, and supplemental picture books and chapter books.
The study specifically addressed the following overarching question:
What impact does multicultural literature have on student engagement for students
from diverse backgrounds in an urban public, third grade classroom?
The following sub-questions were also be addressed in this study:
1. What multicultural literature does the teacher have in her
classroom? What multicultural literature does she have access to
at her school site?
2. What criteria are used to select the literature?
3. What type of access do students have (i.e. direct instruction, books
available, library) to multicultural literature in the school setting?
4. What does the teacher view as the role of multicultural literature
in her classroom?
5. What does the teacher view as her responsibility as it relates to the
use of multicultural literature?
5
Significance of the Study
This study explored an area where very little research has occurred.
Although researchers have investigated student engagement and multicultural
literature as separate constructs, the literature examining the influence of
multicultural literature on student engagement for students from diverse backgrounds
is virtually nonexistent. Researchers such as Finn & Panozzo, 2004; Fredericks,
Blumenfield, & Paris, 2004; Klem & Connell, 2004 have shown a connection
between student engagement and achievement, just as Smith (1995), Hefflin and
Barksdale-Ladd (2001), and Hefflin (2002) have shown a connection between the
use of multicultural literature and engagement for students from diverse ethnic
backgrounds. Finn and Panozzo examined how conditions (class size, length of day,
and presence of a classroom aide) served to encourage or discourage the engagement
of kindergartners. A national sample of kindergartners and their teachers was used in
this longitudinal study. Based on teachers' ratings of classroom behavior and
individual students academic and social engagement, smaller class size and a shorter
school day were positively correlated with student engagement (Finn & Panozzo).
Fredericks, Blumenfield, and Paris noted a correlation between engagement and
achievement. Specifically, they reported how behavioral engagement (participation,
conduct, and work behavior) is correlated with higher achievement across various
ages and samples. Klem and Connell utilized student records and survey data for six
elementary and one middle school to identify the impact of teacher support on
student engagement. Responses were gathered from both students and teachers.
6
Results demonstrated that students who felt supported (i.e. the teacher likes me,
feels what I have to say is important, explains concepts to me) were more likely to
stay engaged. Smith documented the positive responses of fifth-grade African
American students to literature featuring African Americans. She recorded how
students in her study expressed connections to their literature through both verbal
and written engagement. Hefflin and Barksdale (2001) reported how students ability
to “see themselves” in the literature being used in the classroom served to increase
their level of engagement. Students in classrooms where multicultural literature was
utilized were shown to be more likely to participate in class discussions and
assignments. There exists a need to examine these two constructs in relation to each
other.
Researchers have maintained a narrow definition of the term diverse students.
To date, studies such as those conduced by Hefflin and Barksdale (2001), or Smith
(1995) have only examined the use of multicultural literature with students from
different ethnic backgrounds. Studies examining the use and impact of multicultural
literature have been primarily focused on its use with African American or Hispanic
students (Howard, 2001). Researchers have neglected to examine the relationship
between the use of this type of literature with linguistically or culturally diverse
students. Although there have been examinations of educational reforms designed to
academically benefit culturally and linguistically diverse students (Cummins, 2001),
the research has failed to specifically look at the use of multicultural literature with
these groups of students.
7
McMillan (2003) emphasizes a need for teachers and administrators to
consider a model for non-European curriculum. The assertion is that if we are to
educate students from diverse backgrounds, we must begin to incorporate their
experiences and images into the curricular content that is used in the classroom on a
daily basis. In order to extract meaning from literature, students need to be able to
connect what is read from the text to their own life experiences (Ralph, 1995). When
students are able to do this, they are more inclined to be active participants in the
classroom setting. Researchers affirm that the use of authentic multicultural
literature aids engagement, which in turn helps to improve skills (Pirofski, 2005).
Knowing that student engagement positively correlates with student achievement
suggests that utilizing multicultural literature with diverse students could serve as an
effective means of not only increasing student participation, but closing the
achievement gap as well.
The research conducted for this study is important for the field of education.
The study provided useful insights for the use of multicultural literature to increase
student engagement in the classroom. In addition, the study added to the current
body of research in this area, which is not exhaustive. It is hoped that classroom
teachers and site administrators will utilize the results of this study, as they evaluate
curriculum adoptions, and single text purchases to be incorporated into the
classroom. Finally, the results of this study provide implications for continued
research in this area.
8
Limitations of the Study
This study may be limited by its focus on a single grade (third) and single
classroom as opposed to a variety of grades and classes. This limited focus may also
make it difficult to generalize the results to a larger number of classes or grades. An
additional limit of this study may be the definition of engagement. Other researchers
may have defined this term differently, and may not be in agreement with the
definition presented here.
Definition of Terms
ACCESS
• Students are able to read and borrow multicultural literature. In addition,
multicultural literature is shared with students through read alouds.
ACHIEVEMENT GAP
• The academic performance disparity and drop out rate that exists between
White students and their peers from other ethnic, linguistic, and cultural
backgrounds.
BROFENBRENNER’S ECOLOGICAL MODEL (Brofenbrenner, 1974)
• MICROSYSTEM
Interactions between the child and his/her environment (i.e. school, family)
and resulting behaviors.
9
• MESOSYSTEM
Connects two or more settings or microsystems of the individual (i.e. school
and church).
• EXOSYSTEM
Contains one or more social systems in which the individual is not
participating.
• MACROSYSTEM
The consistency between the majority culture, and the aforementioned
smaller systems.
CULTURE
• The beliefs, values, customs, traditions, and social behavior of a specific
group or people.
DIVERSE STUDENTS
• Children from various ethnic backgrounds. Any non-European American
student. This may include, but is not limited to African American, Native
American, Asian American, or Hispanic children. Diverse students also
include students from varying cultural and linguistic backgrounds.
EDUCATIONAL COMMUNITY
• Adults working and studying in the field of education who are concerned
with the academic outcomes of all children. This group includes educators
(pre kindergarten through college), administrators, and researchers
10
EDUCATIONAL SYSTEMS
• Collective groups made up of individuals who create curriculum, laws, and
policies that impact how students are educated in the United States.
INTEGRATION
• Multicultural literature is not used as a stand-alone type of literature. It is
used throughout the curriculum to teach students various concepts and skills.
LINGUISTICALLY DIVERSE STUDENTS
• Any student who has knowledge of and speaks another language(s) in
addition to, or besides English.
LITERACY PRACTICES
• All activities related to the usage of literature. These activities include
reading, writing, class discussion, questioning, and book selection.
MAINSTREAM CHILDREN
• Children who are from a White, English only speaking American
background.
MINORITY CHILDREN
• Any child who is not from a White, English only speaking American
background.
MULTICULTURAL LITERATURE
• Multicultural literature shall be defined as, “literature that represents any
distinct cultural group through accurate portrayal and rich detail” (Yokota,
11
1993 p. 157). Distinct cultural groups include (but are not limited to)
different ethnicities, abilities, and languages spoken.
STUDENTS OF COLOR
• Students who are not classified as White or European American. These
students include, but are not limited to African American, Hispanic, Native
American, or Asian.
STUDENT ENGAGEMENT
• Guthrie and Davis (2003) include cognitive abilities, motivation, and social
interaction in their definition of engagement. For the purpose of this study,
engagement shall be defined as the mental and physical effort put forth by
students to actively participate in literacy practices independently, with their
teacher, and with their peers.
12
CHAPTER TWO
Introduction
“Engaging students in their own learning has challenged educators for
decades”(Klem & Connell, 2004, p.262).
The concept of school engagement has yet to be fully developed, and there is
a need for continued research in this area (Fredericks, Blumenfield, & Paris, 2004).
There have been numerous studies conducted over the years that address issues such
as motivation, self-esteem, and student achievement. Much of the research
acknowledges a relationship between motivation and engagement. Researchers such
as Guthrie (1996, 2000, 2003), Wigfield (1996, 1997, 2002), and Eccles (2002) have
specifically examined the role of motivation in reading engagement. There are fewer
studies however, which speak to the broader issue of student engagement in general
as they relate to literacy practices. This study seeks to examine the impact that the
use of multicultural literature in the classroom has on the engagement in literacy
practices of students from diverse backgrounds.
Engagement is a worthy concept to consider and study in the field of
education. Studies have shown that student engagement serves as an indicator of
success, and is a key to learning (Finn & Panozzo, 2004; Rimm-Kaufman, LaParo,
Downer, and Pianta, 2005). Researchers such as Rimm-Kaufman, LaParo, Downer,
and Pianta have examined constructs such as group size and teacher directed lessons
in relation to student engagement. Children were more likely to be less engaged in
13
whole group settings versus small group settings. In addition, students were more
likely to be on-task when teacher directed lessons were utilized. Others such as
Kinderman (1993) and Skinner and Belmont (1993) have considered the concept in
terms of peer impact or classroom structure respectively. Kinderman reported that
students who associated with high engagement peer groups were found to increase
their level of engagement over the course of a school year. Skinner and Belmont’s
research explained that classrooms with clear teacher expectations for academic and
social behavior and failure to meet those expectations have students who are more
behaviorally engaged. This means students are more apt to follow teacher directions
and have less conflict with their peers.
A widening disparity exists between European American students and those
from diverse backgrounds. The persistent dialogue around student achievement, the
academic achievement gap between White students, and their diverse peers, and
understanding the connection between engagement and achievement, necessitates the
further examination of the concept of student engagement. The purpose of the
following literature review will be to explore matters related to student engagement
and multicultural literature. Four key areas of the literature are explored:
1. A historical perspective of the achievement gap as it relates to the
academic achievement of diverse students.
2. An examination of the definitions, theories, and impact related to
student engagement.
14
3. An examination of the history, definitions, perspectives, and impact
related to multicultural literature.
4. The connection between student engagement and multicultural
literature.
In part one of this review, I will discuss the historical perspective of the issue
of the achievement gap that presently exists for students from diverse backgrounds.
The educational community’s concern with this ever-widening gap has brought
about a need to closely investigate elements that influence student achievement. As
engagement appears to impact student achievement, it is important to consider the
role it plays for students in the classroom.
Historical Perspective on the Achievement Gap
A great deal of discussion surrounding what is commonly referred to as the
achievement gap has taken place in recent years (Perry, Steele, & Hilliard, 2003;
Sancore, 2004; Nieto, 2005). This term refers to a continual and disparaging
academic performance between White students and their non-White peers (Johnston
& Viadero, 2000). Academic performance is measured by performance on
standardized state and national measures, as well as the drop out rate. Educational
systems contend that they are working toward an end to this problem, yet the
inequality or gap continues to persist. “Across many measures, evidence shows that
schools have done poorly in helping children from diverse backgrounds to attain the
same levels of academic achievement as mainstream children” (Asselin, 2003, p. 53).
15
Thus, the need for further research focused on providing solutions to help eradicate
this problem is essential.
Just as the educational community recognizes the achievement gap between
various ethnic groups, it is also aware of gaps between White students whose first
language is English, and those students who are linguistically and culturally diverse.
Concern about the “performance chasm” in reading achievement between
language-minority learners and children whose first language is English is a
topic for discussion by educators, policy makers, and concerned citizens in
many communities. In fact, few issues in modern education in the United
States attract so much attention and controversy; yet produce so few lasting
results, as the schooling of linguistically diverse learners. (Grant & Wong,
2003, p.386)
The educational system has failed to help diverse students achieve at the rate of their
peers. There has been a “lack of long-term success achieved by educational reforms
implemented to improve academic performance among culturally and linguistically
diverse students” (Cummins, 2001, p.650). In addition to lower performance on
standardized measures, another way the gap can be seen is in the overrepresentation
of culturally and linguistically diverse students in special education (Skaggs, 2001).
Cummins asserts, “any serious attempt to reverse underachievement must challenge
the devaluation of identity that these students have historically experienced” (p.651).
Throughout the 1970s and into the mid 1980s, there appeared to be a
significant improvement in the achievement gap (Ipka, 2003; Haycock, 2001). There
was a noticeable rise in the measured academic achievement levels of students from
diverse backgrounds. However, by 1988 the gap appeared to begin growing again.
For every successful student, there were literally thousands who experienced failure
16
(Denbo, 2002). While many in the field of education had been willing to accept
credit for the improvements throughout the 1970s and mid 1980s, none were willing
to accept blame for the recurrence of the mounting problem (Haycock).
Although there has been considerable effort on behalf of policy makers to
close the achievement gap, it remains large, and appears to be growing (Harris &
Herrington, 2006). Despite the pressure faced by teachers and others in the
educational community, the problem remains (McMillan, 2003). Students from
diverse ethnic backgrounds, especially African American and Latinos continue to
achieve at rates well below their White peers. This is also true for linguistically
diverse students.
The Nation’s Report Card (2006), which is produced by the United States
Department of Education attests to the continuing gap for students of color
(Donahue, Daane, & Jin, 2005). The report provides and analyzes reading and math
score results for students in grades four and eight. The most recent results published
in a 2006 report are from assessments given in 2005. The findings show that White
students continue to achieve higher scores than their peers from diverse ethnic
backgrounds, with the exception of their Asian peers. While the average scale score
in reading at the fourth grade level for White and Asian students was 229, African
Americans earned a score of 200, Hispanics 203, and Native Americans 204
(Department of Education, 2006). Students in the eighth grade earned the following
scaled scores in reading: White, 271; Asian, 271; African American, 243, Hispanic
246, and Native American, 249. “At both grades 4 and 8, the average score gap
17
between White students and Black students and between White students and
Hispanic students showed no measurable change between 1992 and 2003” (Donahue,
Daane, & Jin, 2005, p.1). These results serve to reiterate this problem not only as an
issue of the historical past, but of the historical present as well.
Researchers such as Alvermann (2005) and Evans (2005) assert that closing
the gap that currently exists is in everyone’s best interest. The failure to do so
extends far beyond the consequences for the students who languish in the gap. If
students from diverse backgrounds continue to lag behind their White peers in the
area of academic achievement, they will not be prepared to fully participate as
contributing members of their society. Failure to obtain an equal education leaves
them ill prepared to compete and work in both the American and global economy. If
the educational community is unable to raise the achievement levels of this
population, it stands to witness a weakening of the political, social, and economic
stability of the nation (Alvermann). This critical situation demands a deeper
exploration of concepts such as student engagement.
The Literature on Student Engagement
Definitions of Engagement
Student engagement is a complex concept that has various meanings. Finn
and Panozzo (2004), define engagement as behaviors that are important for learning.
These behaviors include such things as completing assignments, paying attention to
instruction, and putting forth the necessary effort to understand class materials (Finn
18
& Panozzo). By putting forth effort, these researchers mean whether or not
students are attempting to complete their assignments, and seeking out additional
assistance when assignments are unclear. The definition also includes not
participating in activities that would take away from the learning experience (e.g.
talking during lessons, being uncooperative, not putting forth effort on assignments).
Rimm-Kaufmann and colleagues (2005) state that the concept of engagement
can be summed up in these two terms, “on task” and “off task” behavior. On task
behavior refers to whether students are following teacher instruction, and completing
the assigned task. Off task behavior indicates that students are not attending to their
teacher’s instructions, or following through on assigned tasks. This definition takes
into account the issue of energy exerted by students, as discussed by Finn and
Panozzo (2004). Students who are on task exert energy and are actively participating
or working to complete assignments, while those who are off task do not. Students
who exert energy perform better academically.
Guthrie and Davis’ (2003) definition of student engagement is expanded to
include cognitive abilities, motivation, and social interaction. They extend their
definition into three areas to construct their meaning of student engagement. They
assert that engagement consists of multiple factors, and cannot be defined in terms of
one aspect. It is a multifaceted construct with several layers intertwined. In order to
examine this concept, these researchers assert that it is important to consider a
student’s capacity to perform the tasks that are required of them. If assignments are
too challenging, students are likely to disengage. Guthrie and Davis also state that a
19
student’s drive or motivation should also be taken into account. There must be
something within a student that encourages him/her to participate or complete an
assignment. Finally, social interactions with peers are also to be considered when
examining student engagement. Students who are experiencing poor relations with
their peers are likely to withdraw both socially and academically in the school setting
(Guthrie & Davis).
There are six characteristics of a classroom environment that foster engagement,
and aid in the achievement of reading competence: (1) knowledge goals, (2) real-
world interactions, (3) an abundance of interesting texts, (4) support for student
choice and self-determination, (5) direct strategy instruction, and (6)
collaboration support (Guthrie & Davis, 2003, pp. 71-72).
If these elements are present in a classroom, students are more likely to engage in the
academic tasks presented to them. An increase in engagement is linked to an
increase in students’ levels of academic performance.
Klem and Connell (2004) divide engagement into two forms: ongoing and
reaction to challenge. Ongoing engagement refers to student behavior, emotions,
and thought processes (Klem & Connell). This form of engagement includes time
students spend on work, tendency to stay on task, effort, and heightened levels of
positive emotion when finishing a task, as demonstrated by enthusiasm, optimism,
curiosity, and interest (Klem & Connell). Reaction to challenge is how students
respond to perceived failure in school. Students who perceive situations as
challenges persist in the face of failure (engage) by using effort, and strategies such
as problem-solving, seeking information, and experimentation. On the other hand,
students who feel threatened by a perceived academic challenge tend to react to
20
perceived failure by escaping the situation mentally and/or physically. The
researchers note that reaction to challenge is a component of engagement that is less
frequently utilized. As with Guthrie and Davis (2003), they warn that the concept of
engagement is not to be viewed as one-dimensional.
While researchers have constructed various definitions for engagement, there
are those who admit it can be a difficult concept to define. Fredericks and her
colleagues (2004) write, “Because there has been considerable research on how
students behave, feel, and think, the attempt to conceptualize and examine portions
of the literature under the label “engagement” is potentially problematic; it can result
in a proliferation of constructs, definitions, and measures of concepts that differ
slightly, thereby doing little to improve conceptual quality” (p.60). This serves as a
warning for future research, as to the value of being able to create a uniform meaning
for the concept of engagement. It also functions as a reminder of the importance of
utilizing theories of engagement, such as those discussed in the next section as a
basis for defining this construct if we are to move toward a more uniform meaning
and understanding of engagement.
Theories of Engagement
Brofenbrenner (1974) considers students to exist within a set of systems that
have an effect on their development. He labels them as the microsystem,
mesosystem, exosystem, and macrosystem. The microsystem consists of interactions
between the child and his/her environment (i.e. school, family) and resulting
behaviors (Gardner & Kosmitzki, 2005). The mesosytem connects two or more
21
settings or microsystems of the individual (i.e. school and church). The
mesosystem “comprises the linkages and processes taking place between two or
more settings containing the developing person” (Brofenbrenner, 1993, p. 21 as cited
in Gardner and Kosmitzki). The exosystem contains one or more social systems in
which the individual is not participating (i.e. the parent’s workplace or community
health institution). These include systems such as legal services, or the child’s
extended family.
The macrosystem is the consistency between the majority culture, and these
smaller systems (Brofenbrenner, 1974). “The focus is on the consistencies among a
wide variety of settings within a given society or culture” (Gardner & Kosmitzki).
For example, in many countries there are noticeable semblances between the
structure and use of such institutions as schools, playgrounds, restaurants, and post
offices. Brofenbrenner (1993, p.25 as cited in Gardner & Kosmitzki, 2005) later
expanded his definition to state, that the macrosystem
Consists of the overarching pattern of micro-meso-, and exosystems
characteristic of a given culture, subculture, or other extended social
structure, with particular reference to the…belief systems, resources, hazards,
lifestyles, opportunity structures, life course options and patterns of social
interchange that are embedded in such overarching systems.
The activities and relationships that occur in the settings are claimed to have a great
deal of impact on engagement. Brofenbrenner (1974) asserted that the extent to
which students are actively and deeply involved in these systems influences their
level of engagement as well.
22
Figure 1: Brofenbrenner’s Ecological Model
(adapted from Gardner & Kosmitzki, 2005).
Newmann (1989) approaches the concept of engagement from the
perspective of alienation and disengagement. He emphasizes how impersonal
student-teacher relationships and non-challenging coursework serve to disengage
MACROSYSTEM
Attitudes and ideologies of the culture
EXOSYSTEM
Extended Family Neighbors
MESOSYSTEM
MICROSYSTEM
Family Peers
Student
School Church
EEEEXOSYS
TEM
Exte
Legal Services Mass Media
23
students. Newmann, (1992) offers the following as the foundation for student
engagement: 1) a basic need to develop and feel competent, 2) school belonging, and
3) genuine schoolwork. It is his claim that if all of these are in place, students’
experiences will be positive, and encourage engagement. Newmann asserts that
those who feel competent and connected to school will naturally be more engaged in
the activities required of them.
Finn (1993) has offered an additional model of engagement. He
conceptualizes engagement in terms of students’ involvement in school. This
translates into a feeling of belonging and acceptance of school goals (Finn). Finn
asserts that engagement is an ongoing, cyclical process. If students participate in
school, this leads to academic success, which provides students with a sense of
belonging. Furthermore, this sense of belonging is likely to encourage further
engagement. This is one potential result of student engagement.
Impact of Engagement
Essentially there are two results of student engagement, participation or
withdrawal. These outcomes may be defined in terms of being either positive or
negative. Positive engagement is viewed as students actively participating in their
education. Active participation ranges from students attending to a lesson presented
by the teacher, to the effort applied on their assignments. Positive student
engagement is often linked to academic achievement (Finn & Panozzo, 2004;
Fredericks, et al.; 2004, Klem & Connell 2004). Research has shown that students
who are more engaged in school typically exert more effort on their academic tasks,
24
and therefore achieve at higher rates than students who do not. Rimm-Kaufman
and her colleagues (2005) also identify engagement as an indicator of student
success. The researchers found that classroom settings where teachers employ direct
instruction and small groups, children tend to be more engaged. These students are
more attentive to teacher instruction, and their assigned tasks. This engagement
leads to a greater focus on academic tasks, more effort, and often translates into
better achievement. Researchers also report engagement to be a means of
ameliorating low levels of academic achievement (Connell, Spencer, & Aber, 1994;
Marks, 2000; Fredericks, et al.). When students are engaged in their classes, they
exhibit behaviors that are considered to be productive in the educational setting.
They are not only reported as exhibiting better behavior, but performing better
academically as well.
Dolezal, Welsh, Pressley, and Vincent (2003) conducted a qualitative study,
in an attempt to develop a grounded theory as to how third-grade teachers motivate
academic engagement in their students. Nine third grade Catholic schoolteachers
from the Midwest were observed (teaching various subjects) and interviewed over
the course of one academic school year (Dolezal, et al.). In addition, artifacts such as
notes to parents, homework assignments, and other teaching materials were also
observed, and sometimes collected by the researchers.
Following their observations, the researchers classified the nine classrooms,
as being low engaged, moderately engaged, and highly engaged. In the three classes
that were labeled as low engaged, there were classroom management problems, and
25
students were often off-task (Dolezal, et al., 2003). Four of the classrooms in the
study were labeled as moderately engaging. These classes were found to have fewer
management problems, and the teachers were able to capture their students’
attentions (Dolezal, et al.). They accomplished this through their enthusiastic
personas, and their classroom environments. Although these teachers relied on
textbooks and basal readers, they incorporated learning centers, comfortable reading
areas that encouraged cooperation and exploration, and daily routines and
procedures. However, the teachers in these classrooms were unable to maintain
engagement with their students, and Dolezal and her colleagues theorized it was due
to the easy assignments students were presented. The final two classrooms, which
were identified as highly, engaged incorporated activities that were hands on as well
as minds on (Dolezal, et al.). In these classrooms, management was not an issue, and
students remained engaged throughout each lesson that was observed. In addition,
the work products from the more engaged classrooms proved to be much more
impressive than the work created in the low engaged classroom (Dolezal, et al.).
Although this study is limited in that it was only conducted in Catholic school
settings, it offers great implications for further research in the field. The results
showed that when students are actively involved and engaged in the learning process,
there are fewer issues with classroom management, which allows teachers more time
to focus on their students and their education. In addition, these findings showed
that students who are more engaged in their learning produce better academic work.
If indeed these findings can be generalized to larger bodies of students, an argument
26
can be made for the importance of increasing student engagement as a means to
helping decrease the achievement gap.
Baker and Wigfield (1999) conducted a study based upon previous work
done by Guthrie and Wigfield in 1997. Baker and Wigfield wanted to use a more
systematic process (than previously used by Guthrie and Wigfield) to assess
dimensions of students’ reading motivation. They approached this task grounded in
two theoretical positions. They employed the engagement perspective and
achievement motivation theory. The engagement perspective incorporates
motivational, cognitive, and social aspects of reading and views readers as motivated
and knowledgeable (Baker & Wigfield). Achievement motivation theory states that
readers are encouraged (motivated) by a desire to achieve. The researchers asserted
that, “engaged readers are motivated to read for different purposes, utilize knowledge
gained from previous experience to generate new understandings, and participate in
meaningful social interactions around reading” (p.452).
The study was conducted with 371 fifth and sixth grade students who were
attending six elementary schools in a large, mid-Atlantic city in the U.S. (Baker &
Wigfield, 1999). Students completed the Motivation for Reading Questionnaire,
which was designed to assess 11 dimensions of reading motivation, the Gates-
MacGinite Reading Test, which was used as a standardized measure of reading
achievement, and a performance measure, which was created specifically for the
study. The performance measure consisted of two open-ended questions based on
two short stories read by students. The questions did not have right or wrong
27
answers, but rather allowed students to provide their interpretation of the characters
and events in the stories. Testing occurred during students’ class time, and usually
during their language arts block.
Results from the study demonstrated that reading motivation is
multidimensional, and it should be regarded as such in both research and practice
(Baker & Wigfield, 1999). Student achievement was often correlated with students’
reports of reading engagement. The researchers found, “no interaction of family
income and ethnicity on children’s reading motivation, and minimal evidence of
income differences” (p.473). Results did however demonstrate ethnic differences,
with African American students reporting greater positive reading motivation than
their White peers, on all except three areas (curiosity, work avoidance, social
dimensions). Overall, girls regardless of ethnicity expressed more positive views
towards reading, and were more likely to be both motivated and therefore engaged in
reading.
Although this study added to the field, it was not without its limitations. One
limitation of this study was the sample population. Only White and African
American students were included. It is difficult to draw conclusions about ethnic
differences, when only two ethnicities are represented. The use of self-report
measures is an additional limitation in this study. This type of instrument allows for
the possibility that individuals (in this case students) will provide information that
will make them look favorable in the eyes of the researchers.
28
On the opposite end of the spectrum, is the issue of negative engagement,
or what is commonly referred to as disengagement. Klem and her colleagues (2004)
write, “Disengagement, as reported by teachers and students, adversely affects
student performance and commitment” (p. 270). Those who are not tuned in to
school often exhibit behavioral problems, lack of effort, and poor relationships.
Students who are not engaged in the schooling process are identified as those who
are acting out, or performing poorly. Ultimately, the most negative or devastating
impact of disengagement on students is when they make the choice to drop out of
school (Fredericks, et al., 2004). Engagement has been identified as a key
component impacting this decision (Alexander, Entwisle, & Horsey, 1997). Students
who are disengaged in school do not have a sense of connection with the academic
world, and therefore respond by choosing to disengage completely from the learning
community by dropping out of school.
“Classrooms are sites where students actively and freely respond to their
understandings and definitions of their daily experiences, and these responses
constitute perhaps the most critical aspect of classroom life” (McFadden & Munns,
2002, p.360). When children are not provided the opportunity to connect their
personal experiences with their classroom learning opportunities, disconnect occurs.
Students, who are not given the opportunity to integrate their personal
understandings with their school experiences, are usually those that are not engaged
in the classroom. Knowing that students incorporate their experiences and
understandings into their school experiences as a means of engagement should
29
encourage those in the educational community, especially teachers to facilitate
such opportunities for students.
Guthrie, Alao, and Rinehart (1997) conducted a review of research to show
how both intrinsic and extrinsic motivation are linked to reading strategies. Intrinsic
motivation is an encouraging agent (i.e. desire) that comes from within the student,
while extrinsic motivation is an encouraging agent outside of the student (i.e.
grades). The investigators sought to address how lack of motivation leads to
disengaged readers. In addition, they discussed how motivation and engagement
could be increased through the use of the Concept Oriented Reading Instruction
(CORI) program. CORI “is an instructional framework developed by NRRC
(National Reading Research Center) to increase motivation, thereby increasing
strategy use and engagement” (p.440).
For the purpose of their review, reading engagement was defined as, “the
motivated use of strategies for reading” (p.439). Guthrie, et al. (1997) noted how
engaged readers used cognitive strategies, had a desire to learn and motivational
goals. Students who were disengaged did not exhibit these characteristics, but rather
it was believed that their lack of these characteristics is what caused them to
disengage. The authors also noted how there was a decline in motivation across the
elementary school years into the middle school years. In addition, it was mentioned
that competition was more likely as students grew older, and that it was likely to
lower both intrinsic motivation and literacy engagement (Guthrie, et al.).
30
Guthrie & Davis (2003) researched the issue of middle school students
disengaging from reading. They noted how many students who were classified as
struggling readers were also identified as disengaged. The researchers recognized
numerous factors contributing to the disengagement of students. They stated that the
factors often fell along six dimensions: “(1) detachment of reading instruction from
content, (2) formidable texts and textbook structures, (3) formal, non-personal
response expectations, (4) diminished student choice, (5) isolation of students from
teachers, and (6) minimal linkage of real-world interaction with reading” (p.66).
The quantitative study conducted by Guthrie and Davis (2003) enlisted all
3
rd
, 5
th
, and 8
th
grade students in the state of Maryland. A questionnaire to
investigate the decline of reading motivation was given to students at the same time
as their statewide testing (Guthrie & Davis). The questionnaire items were clustered
around four topics: (1) Engaged reading (items related to students’ thoughts about
reading), (2) Autonomy support (items related to perceived teacher encouragement
of students), (3) Reading instruction in the content areas (items related to perceived
teacher support in specific content areas), (4) Interesting texts (items related to
motivational factors).
After analyzing the data, Guthrie and Davis (2003) concluded that students’
reading difficulties were cognitive as well as motivational, and that this was
consistent with the engagement perspective of middle school reading. As students
aged, they were not engaging in reading due to a lack of: connection (to text, teacher,
31
peers), self-efficacy, and motivation. The researchers asserted however that there
is an engagement model of instruction, which could prove beneficial in middle
schools.
There are six characteristics of a classroom environment that foster
engagement and aid in the achievement of reading competence: (1)
knowledge goals, (2) real-world interactions, (3) and abundance of interesting
texts, (4) support for student choice and self-determination, (5) direct strategy
instruction, and (6) collaboration support (pp. 71-72).
Guthrie and Davis believe that these practices can provide a framework, which
would help students to stop disengaging from reading throughout their middle school
years and beyond.
Despite the fact that the research conducted by Guthrie and Davis (2003)
adds to the field of education, it is not without its limitations. The study was only
conducted in the eastern state of Maryland, and the researchers did not report
whether their proposed framework had been utilized in other regions. Additionally,
the researchers did not provide any information on the demographics of the students
included in the study. They did not address topics related to their sample, such as
culture, language, ethnicity, or socioeconomic status.
While the use of literature in general allows students to respond according to
their understandings, the use of multicultural literature allows for a connection,
which mainstream literature does not. Authentic multicultural literature presents
students from diverse backgrounds with characters and cultural backgrounds similar
to their own. Diverse students are able to see themselves in multicultural literature,
and are therefore able to make a deeper connection to the literature (Ralph, 1995).
32
When students are able to make this connection to the literature, they are likely to
be more engaged both academically and socially.
“Indeed written words sometimes have a great deal of power, and we should never
underestimate their effects on children” (Harris, 1990, p.538).
The Literature on Multicultural Literature
Definitions of Multicultural Literature
In order to teach with multicultural literature, it is important to have some
type of understanding as to what multicultural literature is (Hunt & Hunt, 2005).
Just as there are various definitions for engagement, this is also true for the concept
of multicultural literature.
Some refer to ethnic experiences apart from the Anglo experience; others
include experiences from countries outside of the U.S. as well. Still others
include any non-mainstream experience, such as the Jewish experience, or
even Anglo cultural groups such as the Appalachian (Yokota, 1993, p.157).
Harris (1990) offers that this type of literature provides cultural experiences
that are genuine in both historical and cultural ways. Yokota offers a meaning,
which defines multicultural literature as, “literature that represents any distinct
cultural group through accurate portrayal and rich detail” (p. 157). Distinct cultural
groups include (but are not limited to) different ethnicities, abilities, and languages
spoken. Bishop (1993) asserts that multicultural literature refers to literature that is
written by and about people who belong to groups that are considered to be outside
of the socio-political mainstream in the United States. She states that these books are
33
about people of color, and may include people outside of those living in the United
States. Literature of this nature however has not always been readily available.
Historical Background on the Publication of Multicultural Literature
Historically and currently, there exists a lack of culturally authentic books for
children (Pirofski, 2005) “Either by oversight or by intent, the publishing industry
has contributed towards making the literary canon for children a predominantly
Caucasian dominated enclave in terms of titles and authors” (Pirofski). Multicultural
literature has not always been readily available for teachers or their students. In
1965, Nancy Larrick published the first known critique addressing the absence of
people of color in children’s literature (Macbeth, 2005). Larrick found that less than
two percent of the five thousand books she reviewed contained images of diverse
children. This article along with the development of ethnic studies during the 1960’s
and 1970’s assisted with the creation of more books that represented a non-European
population (Macbeth). During this same period, the Council on Interracial Books for
Children sponsored contests to encourage submissions of stories that reflected
students from diverse ethnic and cultural backgrounds (Harris, 2003). Events such
as these combined to expand the amount of literature that addressed
multiculturalism.
Independent publishers have played a key role in helping to create and
maintain the distribution of books containing multicultural perspectives (Madigan,
1993; Harris & Willis, 2003). They have served as the forerunners in making such
content available for the mass public. As these books began to reach larger
34
audiences during the 1980’s, major publishing houses began offering more
multicultural texts (Macbeth, 2005). Larger publishing houses such as Bantam
Doubleday Dell, Harper Collins, and Scholastic recognized that multicultural
literature had an audience, and that through including such titles in their catalogues
they stood to increase their profit margins.
There is clear evidence in the progress of publishing multicultural literature
(Harris & Willis, 2003). In addition to larger publishing houses making more of this
type of literature available, smaller publishing houses have continued to offer readers
a wider selection of multicultural literature from which to choose. Not only are more
books available, there are a greater number of authors from diverse backgrounds who
are now writing these books (Harris & Willis). Many early arguments about
multicultural literature stemmed from issues such as the need for cultural
authenticity, and the fact that many of the books initially written about diverse ethnic
groups were not written by people of color, but rather by European Americans
(Bishop, 1993). Within the last thirty years, multicultural publishers, authors, and
illustrators of color are actively and continuously expanding this trade (Macbeth,
2005). However, the goal of maintaining multicultural books in print continues to be
a struggle (Cai & Bishop, 1994; Harris & Willis). When sales of these books began
to wane in the late 1980’s, larger publishers attempted to write the multicultural
children’s books off as a passing phase. They were willing to produce and publish
these books while it was profitable, but began to reevaluate their offerings when their
profit margins began to decline. Independent publishers however have remained a
35
force for growth and change (Macbeth). They continue to offer a variety of quality
multicultural texts for the reader.
Perspectives on Using Multicultural Literature
Publishers have maintained different perspectives on multicultural literature,
as have those in the field of education. Educators and theorists alike have differing
views as to how or when it should be utilized in classrooms. While some in
education advocate utilization for special occasions (i.e. holidays or celebrations),
there are those who assert it should be incorporated into the classroom daily (Hefflin,
2002; Gay, 2000).
Those who support limited usage of such literature have identified obstacles
to its inclusion in the classroom. Harris & Willis (2003, p.828) offer the following
six reasons for the exclusion of multicultural literature from the curriculum:
1. There are no children of color in the classroom.
2. Religious values mandate opposition to gay and lesbian lifestyles.
3. The literary and artistic quality of the texts is mediocre.
4. Disagreement with ideological or worldviews evident in the works
garners opposition especially if those views contradict long-held
beliefs.
5. Dialect or other languages provide inappropriate language models.
6. Values evident in the text are too liberal or radical
Reasoning such as this explains how multicultural literature becomes relegated to
special occasions, or is excluded from the classroom entirely.
In contrast, there are those who encourage the infusion of multicultural
literature into the classroom on a regular, if not daily basis because they believe that
it helps students make connections to school, which could serve to increase their
36
effort on academic tasks, and their achievement. “One primary motivation for
reading fiction involves the pleasure that can be taken in relating to characters, their
lives, their problems, and their experiences” (Hefflin & Barksdale-Ladd, 2001, p.
810). Hefflin (2002) asserts that multicultural literature can be used the same way as
mainstream literature. The optimal use of this literature allows diverse students to
see authentic presentations of their culture within the curriculum (Hefflin, 2002; Au
& Carol, 1997). To this end, the inclusion of literature in student texts has served to
increase the amount of multicultural literature available to students (Harris, 1997).
Although it is unclear whether this is a result of an increase in the diversity of those
authoring the literature, it has made multicultural text more readily available for
classroom use (Harris & Willis, 2003).
Ralph (1995) argues, that when multicultural literature is an integral part of
the curriculum and teachers serve as models and guides for its proper usage, the
classroom becomes an arena for open dialogue. The use of this type of literature
offers students an opportunity to think, reflect, and identify with various cultures. In
addition, it provides students with a chance to read, think and become actively
engaged with the written word (Ralph). The use of multicultural literature therefore
can serve to encourage student interactions with one another and their academic
tasks.
Au and Asam (1996, 2002) have conducted research to explore ways of
improving the achievement levels of students from diverse backgrounds. Studies
focused on a community of ethnically and linguistically diverse students in Hawaii.
37
They examined research to look for strengths/weaknesses in approaches used for
educating students from diverse and low-income backgrounds in an effort to help
these students achieve higher levels of literacy. The researchers asserted there is a
need for research on: what students are learning; how teachers/administrators shift
their educational practices; and the role of standards. Au (2002) advocates the use of
cultural responsiveness in the classroom, which includes the usage of, but is not
limited to multicultural literature. It is believed that the incorporation of culture into
the classroom setting assists the student with making connections to the curriculum,
teacher, and peers.
The culturally responsive pedagogy to which Au alludes, acknowledges the
strong role that cultural socialization plays in the way students receive and interpret
information (Au & Jordan, 1981; Allen & Boykin, 1992). Cultural socialization is
how individuals adapt or demonstrate flexibility in order to participate across various
social settings. Culturally sensitive teaching is a response to theorists who suggest
that a change in the curriculum alone is not sufficient (Howard, 2001). Numerous
attempts to use curriculum reform as the only intervention to improve student
achievement have proven faulty at best. It has been asserted that this type of change
alone cannot meet the academic needs of diverse children (Howard). Students’
culture and background must also be taken into account. Ladson-Billings (1994)
describes those who incorporate cultural referents to share information and teach
skills as utilizing culturally relevant teaching. These teachers incorporate students’
experiences and knowledge into the educational environment as well as using
38
literature that reflects students and their experiences. In a similar vein, Geneva
Gay (2000) states the following:
Culturally relevant teaching can be defined as using the cultural knowledge,
prior experiences, frames of reference, and performance styles of ethnically
diverse students to make learning encounters more relevant and effective for
them. It teaches to and through the strengths of these students (p. 29).
The use of multicultural literature, which is a natural part of culturally relevant
pedagogy in the classroom, can have a positive impact on the students.
Impact of Multicultural Literature
In the classroom, there are two sets of individuals to consider, as it relates to
the use of multicultural literature, teachers and students. In settings where it is being
employed, these groups attempt to use, explore, and understand literature that is
presented through a multicultural lens. Instead of being passive recipients of
information, students in settings where multicultural literature is used are encouraged
to be active participants in their learning process by making text to self-connections.
Teachers are one group to consider when discussing the use of multicultural
literature. As the most powerful influence in the classroom, teachers serve as the
bridge between their students and multicultural literature (Ralph, 1995). They are
able to provide students exposure and access to this type of literature. There are
those who struggle with how to incorporate it into the classroom curriculum (Hefflin,
2002). Some believe that there are many obstacles, which prevent them from
utilizing it (Harris & Willis, 2003). These obstacles include the poor literary quality
of some multicultural texts and teacher conflict with the values evident in some texts.
39
In order to use this type of literature, teachers need to be aware of both their
attitudes and perspectives as they relate to multicultural text. The greatest challenge
“may be creating an awareness among teachers of the important role multicultural
literature plays in the lives of children” (Colby & Lyon, 2004, p.53).
For those teachers who are able to see the value of utilizing multicultural
literature, challenges still exist, but there is a willingness to work through them.
Often such teachers immerse themselves in the literature that they share with their
children, which helps with the presentation and dialogue of the literature with
students. Immersion in the literature helps to alleviate such challenges as how to
incorporate the text into the curriculum (Hunt & Hunt, 2005). Teachers who
embrace multicultural literature realize it as an opportunity to learn more about their
students and themselves. The texts serve as a learning tool for students and teachers
alike.
Smith (1995) presented a series of qualitative case studies that examined the
impact of the use of multicultural literature for students from diverse backgrounds.
She studied African American fifth-grade students in a large urban elementary
school. Smith collected data through observations and student and teacher
interviews. Her studies revealed that some of these students felt a sense of
empowerment when multicultural literature was used in the classroom. Smith
discovered that students were able to relate to characters in stories that reflected
them. “Most of the sense of empowerment stemmed from reading books with
characters that were like themselves” (Harris & Willis, 2003, p.831). The literature
40
allowed students to see characters that shared similar experiences as theirs and/or
looked like them. By being able to relate to the characters in the literature, students
were more connected to the coursework. Having the opportunity to see their selves
reflected in the text provided students with a sense that their stories mattered.
Ultimately their interaction with the literature served as a motivator to be more
engaged in their academic tasks as both readers and writers (Smith). Smith however
did not address how this increased the level of engagement, which improved the
amount of completed academic assignments that later translated into academic
markers such as grades or teacher feedback.
Howard (2001) conducted a qualitative study to explore the perceptions of
students in classrooms where culturally relevant teaching was employed. He
initiated this study because he believed students have never been asked about their
experiences or perceptions of pedagogical practices. Howard felt it was important
that students were given a voice to speak about the types of instructional practices
teachers employed with them. Teachers of the students in the four urban classrooms
in the study employed multicultural literature as a tool to incorporate students’
backgrounds into the learning environment. While the students did not specifically
address literature, they did mention how their teachers incorporated them and their
lives into their teaching. Students spoke to how, “this form of pedagogy made a
significant difference in their levels of interest, engagement, and overall
achievement” (Howard, 2001, p. 145). Although this study provided feedback on the
impact of pedagogical practices from a student’s perspective, it failed to explicitly
41
address components of a culturally relevant classroom, such as the use of
multicultural text.
Hefflin (2002) conducted a case study on culturally relevant pedagogy, in
which she assisted a third grade teacher with incorporating more culturally
responsive teaching into her classroom. A major component in this case study was
the teacher’s utilization of multicultural literature. It was agreed that using
multicultural literature, which reflected her students and their experiences would be
the primary vehicle for doing this. At the end of the study, Hefflin asserted,
“Tailoring instruction to fit the textual, social, cultural and personal lives of students
so that curricular goals can be realized is largely about seeing the materials and
methods of our work through the norms and practices of students’ lives” (p.247).
The students in Hefflin’s (2002) study were found to be more involved in
class discussions and activities following the use of multicultural literature.
Although the teacher initially struggled with the concept of incorporating this type of
text into the curriculum, she discovered that using books with which the students
could relate to the characters and their experiences ultimately had a positive impact
(Hefflin). As students connected with the literature, they became more active and
assertive participants in class discussions. They were able to connect the material
that had been read by the teacher to concepts that were being taught. Due to the
familiarity of the literature, students had an easier time generalizing their new
knowledge to other areas (Hefflin). The findings of this study were positive, but are
limited, due to the fact that the study was only conducted in one classroom.
42
Grice and Vaughn (1992) also examined the impact of the use of
multicultural literature on students. Their qualitative study was conducted in an
elementary school whose population was fifty-eight percent African American. The
researchers focused specifically on 9 African American and 4 European American
third grade students who were identified as slow learners. Documentation collected
during interviews revealed that African American children responded more
positively to books with African American themes, than to those with European
American characters (Grice & Vaughn). In addition, although these students were
labeled as slow learners, their post study interviews showed that they possessed
many skills. Students were able to recall story lines, discuss whether or not they
liked a book, and connect to the characters and their stories (Grice & Vaughn).
Students who were initially considered as struggling learners were able to make
connections through the literature and academically engage in school. This
academic engagement could serve to increase their academic achievement as well.
The researchers noted that the students “overcame some of their earlier problems
with stories” (p.1).
Elster and Zych (1998) and Smith (1995), have conducted case studies, and
found that multicultural literature can serve to change students’ attitudes about
engaging in school, particularly academic tasks. Elster and Zych used literature to
link diverse fourth grade students from three geographic locations, while Smith
observed and interviewed fifth-grade students exposed to multicultural literature in
their classroom. The use of this literature was found to have a positive impact on
43
students. Multicultural literature served to empower students, and increase their
engagement with the content. The researchers found that by being able to relate to
characters similar to themselves in the literature students were able to make
connections that increased their interest and participation in and with the subject
matter. Such results would suggest that there is an encouraging connection between
student engagement and multicultural literature.
Student Engagement and Multicultural Literature Come Together
Routes to student engagement include efforts such as changing the
curriculum (Fredericks, et al., 2004). The inclusion of multicultural literature in the
classroom could be viewed as such a change. Finn and Cox (1992) found that
elementary students from diverse backgrounds tend to be less engaged in school.
The use of multicultural literature, which incorporates students’ backgrounds and
experiences, may serve to have a positive impact on their level of engagement.
Guthrie (2000) highlighted the positive impact of instructional strategies, such as
those that motivate students through real-world learning. Utilizing multicultural
literature provides an opportunity to build upon this research.
“Without motivation, even the brightest student may learn little in the
classroom and will not be engaged in classroom activities,” (Wigfield & McCann,
1996, p. 360). Multicultural literature can serve as the motivator to engage students
from diverse ethnic backgrounds in classroom literacy practices. “To read for years
and not encounter stories that connect closely with one’s own cultural
understandings and life experiences is problematic,” (Hefflin & Barksdale-Ladd,
44
2001, p.810). The use of multicultural literature in the classroom however could
serve to eradicate such problems and positively impact the active engagement of
students in literary experiences (Smith, 1995; Hefflin, 2002)
Studies have shown an encouraging relationship between the use of
multicultural literature and student engagement (Smith, 1995; Zych, 1998; Hefflin,
2002). An increase in student participation in class activities by those from diverse
backgrounds has been observed to positively correlate with the usage of multicultural
literature. Researchers have noted this occurrence and suggest that more studies
need to be done in the areas of student engagement and multicultural literature. In
light of these positive results, it is only logical to study the impact of multicultural
literature and student engagement together. Whereas limited previous studies
examined the use of multicultural literature in the classroom, my research looks more
closely at the pedagogical practices used by classroom teacher when using
multicultural literature, and its impact on student engagement.
Summary of the Literature Review
The historical relevance of the achievement gap was explored to help provide
context for the situation that is currently facing students from diverse backgrounds.
Even though there have been strides made in the education of these students, there
continues to be a gap that exists between White students and their non-White peers
(Asselin, 2003). The failure to improve this situation could impact the future of non-
White students, and the nation as a whole.
45
Unlike the achievement gap, student engagement remains an understudied
concept in the field of education. Although studies have been conducted examining
student engagement, there is a need for more research (Finn & Panozzo, 2004;
Fredericks, et al., 2004; Klem & Connell, 2004). Researchers have discovered a
positive link between student engagement and student achievement for children from
diverse backgrounds. If indeed the educational community is concerned with the
achievement of this student population, the work of these researchers suggests that
the concept of engagement warrants further attention.
In addition, although there are theories of engagement, there is not one
standard term or definition for this concept. If researchers continue to study
engagement, but fail to come to an agreement on a common definition, they will
continue to measure different aspects, and therefore be unable to discuss and
synthesize their findings with a common language that can serve to help the students
whom they study. While the educational community would benefit from a common
definition of student engagement, and more research in the area overall, there is a
particular void of research in the field of education, as it relates to the impact of
curriculum content on student engagement.
Multicultural literature is another area in education that warrants more
research. There continues to be a struggle to give multicultural text an accepted
place in the world of literature and at times in the classroom as well. In spite of these
challenges, its usage has proven to have a positive impact on students and teachers
alike.
46
Though there have been studies surrounding student engagement and the
use of multicultural literature, there is no work, which has explicitly targeted the
relationship of these two concepts and specifically documents what and how teachers
use multicultural literature with students in their classrooms, and the impact it has on
students. This study attempted to examine this relationship. Specifically, the role of
how multicultural literature impacts the engagement of students from diverse
backgrounds was explored.
This study added to the literature by examining the impact of multicultural
text on diverse students at one urban school site. By documenting the use of
multicultural literature at this site, insights were gained as to the potential
relationship that exists between engagement and the use of multicultural literature.
While the literature in this review reflected some studies, which found a positive
outcome for some students as it relates to an increase in student engagement, none of
the research specifically targeted the role multicultural literature plays in increasing
the level of student engagement. This study detailed this relationship, in the hopes of
illuminating pedagogical practices (using multicultural literature) that may increase
student engagement. Many researchers have linked engagement to achievement,
and if this practice is shown to increase student engagement, it could have
implications for future research and practices in the field of education.
47
CHAPTER THREE
Methodology
As cultural diversity within the American classrooms continues to grow, it is
important that students are given literary experiences, which match their personal
backgrounds (Yokota, 1993). Multicultural literature is not only important for
students from diverse backgrounds, but all students. Regardless of cultural
background, multicultural literature can serve as a teaching tool for all (Yokota). In
order for this to happen, change must begin with the classroom teacher (Ralph,
1995). The classroom teacher has the ability to select quality literature that can not
only help students from diverse populations make personal connections, but it can
promote cross-cultural understanding as well (Colby & Lyon, 2004).
If multicultural literature is to positively impact students’ educational
experiences, it must be presented in a meaningful manner (Hunt & Hunt, 2005). It is
not sufficient to merely incorporate multicultural literature for special holidays or on
rare occasions. There is a need to utilize this literature in such a way, that it adds
depth and meaning to the classroom-learning environment for students. Research
has shown that the use of multicultural literature helps diverse students to make
connections to themselves and their assigned academic tasks (Smith, 1995; Hefflin &
Barksdale-Ladd, 2001; Hefflin 2002). The student population in the United States is
continuously changing and becoming more diverse. Schools must also change, in
order to meet the educational needs of their student body (Nieto, 2005).
48
To reiterate, the purpose of this study was to examine the impact that the
use of multicultural literature has on the engagement of diverse students. This
chapter will describe the research design, unit of analysis, instrumentation, data
collection and data analysis procedures for this proposed study. A single, third grade
classroom in an urban school district in southern California was utilized to answer
six established research questions:
1. What impact does multicultural literature have on student engagement
for students from diverse backgrounds in an urban public, third grade
classroom?
2. What multicultural literature does the teacher have in her classroom?
What multicultural literature does she have access to at her school
site?
3. What criteria are used to select the literature?
4. What type of access do students have (i.e. direct instruction, books
available, library) to multicultural literature in the school setting?
5. What does the teacher view as the role of multicultural literature in
her classroom?
6. What does the teacher view as her responsibility as it relates to the use
of multicultural literature?
Qualitative case study research methods were used to conduct an in-depth analysis of
one teacher’s use of multicultural literature in the classroom.
49
Although qualitative studies allow for inquiry in greater depth, the issue of
breadth versus depth still arises (Patton, 2002). This study focused on greater depth,
versus breadth. The purpose was to gain an understanding of practices and potential
impact with multicultural literature in the classroom, which entailed studying one
teacher in depth, in order to generate a clearer picture of the potential of multicultural
literature practices in elementary school classrooms. In this situation, it may be
challenging to generalize the practices of one teacher to the numerous educators in
the field, as there are additional constructs (i.e. teacher attitudes, beliefs) which may
contribute to the success or failure of the impact of multicultural literature on
students’ engagement.
The educational experiences and achievement of diverse students continues
to be an area of concern in the field of education (Au & Asam, 1996, Au, 2002).
Diverse students are disengaging from school at higher rates than their White peers,
and this is leading to an increasing population of individuals who are poorly
educated, and are more likely to end up dropping out of school, not having the skills
necessary to compete in the job market, or going to jail (Alvermann, 2005). The
research shows that using multicultural literature makes a difference as it relates to
students from diverse backgrounds being able to make connections between school
and themselves, which in turn helps to improve skills (Ralph, 1995; Pirofski, 2005).
Research also links higher level of student engagement with better academic
performance in school (Klem & Connell, 2004). Knowing this to be the case, it is
important to examine an educator’s practices in depth, in order to gain a better sense
50
of how a variety of educators can expose students to multicultural literature and
any positive impact it may have on those students as it relates to their engagement in
the educational process.
Sample and Population
This study focused on a single third grade classroom in an urban K-12 school
district. The teacher was identified by her principal as using multicultural literature
in her classroom, and was therefore selected to participate in the study. I made initial
contact with the principal at Davis Elementary, and asked her to consider her
teaching staff, and to identify teachers whom she knew used multicultural literature
aside from what may be present in their adopted literature series. Multicultural
literature was defined as “literature that represents any distinct cultural group
through accurate portrayal and rich detail” (Yokota, 1993 p. 157). She identified
seven teachers as meeting this criterion. Although the principal acknowledged other
teachers at her site as using multicultural literature, she stated that she felt, “she (Ms.
Langston) would be the absolute best teacher to observe.” The principal identified
Ms. Langston as a former teacher leader in the district’s Project Respecting Ethnic
And Cultural Heritage (REACH) program, and as continuously integrating
multicultural literature throughout the curriculum for many years. In addition, she
commented on the “passion” that Ms. Langston has for her students and issues
related to diversity. The principal reported, “I think most of my teachers are good,
but she’s just a really special teacher.”
51
Overview of the district and school
The district chosen for the study, Hayes Unified School District, is a unified
district (K-12) located in urban Los Angeles County in Southern California. The
district has nine elementary schools, three middle schools, and three high schools.
The district serves approximately, 12,191 students. Hayes Unified was chosen due
to its smaller size when compared to surrounding districts in the Southern California
area.
Davis Elementary is a Title I school that has one full-time administrator, and
twenty-three full-time teachers, which include four special education teachers and
one resource teacher. All of the teachers are fully credentialed, with the exception of
one special education teacher. There is one school librarian, who orders and
distributes curriculum materials, in addition to operating the library. The school
serves grades kindergarten through fifth with four hundred and three students. There
are also three preschool classes that our housed on the campus. Davis Elementary
was selected for the study, as it has one of the most diverse student body populations
in Hayes Unified School District. The student body represents over ten countries,
and more than twenty home languages are spoken. Ethnicities represented include
Korean, Japanese, Chinese, African American, European, European American, and
Indian. State codes do not address these different ethnic groups however the school
maintains records of more individualized data on student ethnicity.
52
Table 3: Ethnic breakdown of students as reported for the 2005-2006 school year.
(Adapted from the California Department of Education)
School
American
Indian or
Alaska
Native Asian
Pacific
Islander Filipino
Hispanic or
Latino
African
American
White (not
Hispanic)
DAVIS
ELEMENTARY
0
34
0 3 156 42 158
HAYES
UNIFIED
18
722
25 47 3,283 934 6,965
County Total: 4,936 131,964 7,663 38,417 1,060,535 173,252 273,788
State Total: 50,758 517,163 40,363 165,571 3,003,521 494,957 1,915,449
Overview of the class and teacher
The classroom has sixteen students of varying ethnic, linguistic, and cultural
backgrounds. There are seven male, and nine female students in the class.
All students are eight or nine years of age. According to school codes, the class has
one African American, seven Hispanic, two Asian, and seven White students. The
students classified as Asian are Vietnamese, and Indian. Included in the students
classified as White are two Persian students, and one student from England. Six
languages are spoken. The school has identified six of the sixteen students as
English Language Learners based upon family responses to a home language survey.
Ms. Langston is an African-American teacher who has taught for thirty-six
years. Her entire teaching career has been spent in Hayes Unified School District.
Ms. Langston has taught grades second through fourth, and a first/second grade
combination for one year. The majority of her teaching career has been spent in
third and fourth grade. She has taught thirty-two of her thirty-six years at Davis
Elementary.
53
Instrumentation
Table 4: Investigator’s Data Collection Procedures
Case Study Elements Instrumentation
I. Study School (General)
A. Description of school site
B. Description of unit of
analysis
• Principal Interview
• Department of Education
Statistics
• Teacher Interviews
II. Teacher Selection
A. Identification of potential
study participant(s)
• Principal Interview
III. Use of Multicultural Literature
A. How does the teacher use
multicultural literature?
B. What does the teacher view
as her responsibility as it
relates to multicultural
literature?
C. Are students choosing to
read/use multicultural
literature?
• Teacher Interviews
• Librarian Interview
• Observation
IV. Access to Multicultural
Literature
A. What access does the teacher
have to multicultural
literature at her site?
B. What access do students
have?
• Teacher Interviews
• Librarian Interview
• Observation
• Document Analysis
V. Examining student engagement
as it relates to the use of
multicultural literature
A. Are students participating in
literacy practices? (reading,
writing, discussing,
questioning)
B. What observations and
perceptions does the teacher
have related to her students’
engagement in literacy
practices?
• Teacher Interviews
• Librarian Interview
• Observation
• Document Analysis (student
work)
• Videotape
54
The data collected for this study was qualitative in nature and involved
purposeful sampling. The collection process primarily involved interviews and
observations. Observations were made during the course of one school semester.
Interviews were conducted with the classroom teacher and school librarian.
“Observations provide a check on what is reported in interviews; interviews on the
other hand, permit the observer to go beyond external behavior to explore feelings
and thoughts” (Patton, 2002, p.306). Document analysis was also be utilized. This
includes studying written materials that range from reports to program records
(Patton).
Three interviews, each lasting approximately ninety minutes in length were
conducted with the classroom teacher. One interview, approximately forty-five
minutes in length was conducted with the school librarian. These semi-structured
interviews (see Appendix A) allowed for open-ended responses to the research
questions and provided the teacher with an opportunity to expand upon the presence
and use of multicultural literature in her classroom, as well as any perceived impact
it has on student engagement. The interview also allowed the librarian to share her
observations related to the use of multicultural literature in Ms. Langston’s class, and
its relationship to student engagement. Semi-structured interviews facilitated
focused two-way communication, and allowed the interviewees or myself to probe
further into topics, which were raised during the interview. These types of
interviews also allowed for the addition of questions not originally included in the
interview guide. In addition, I used a self-created interview guide to find out how
55
the literature is chosen for the classroom and library, and what type (i.e. direct
lessons, book choice) of access students have to multicultural literature. The teacher
interviews were spread out over three sessions, in order to be considerate of the
teacher’s time following her workday. The librarian’s interview (see Appendix B)
was completed in one sitting. All interviews took place on the school campus in
order accommodate the participants.
The observations of students in the library and classroom allowed me to
examine interactions between the teacher and her students. A total of nine
observation hours were conducted. An additional ten hours were spent reviewing
videotapes made during observations. In addition, the observations provided me an
opportunity to watch and document the actions and behaviors of the students
independent from their teacher. I was observing to see whether and how students
engaged in dialogue with their teacher and peers involving the use of multicultural
literature. I also observed their reactions (including facial expressions, verbal
responses, written responses when required). Observations of whether students
selected multicultural books to read independently, share with a peer, or borrow from
the library and/or classroom was also noted. In addition to taking field notes,
classroom observations were also videotaped. This process allowed me to review
each observed class session, in order to see whether there were acts of student
engagement that I may have missed while in the room. There were six criteria for
student engagement. The six criteria are:
56
1. Students attending to the literature shared, discussions, and
assignments
2. Participation as evidenced through responses, questions, and
comments
3. Remaining on task during shared reading, and assigned activities
4. Effort asserted to participate and complete tasks
5. Positive attitude, curiosity, and/or interest as evidenced by
participation in literacy practices
6. Independent book selection
Six classroom observations lasting approximately forty-five minutes were
completed. The classroom was observed during their language arts and social
studies blocks. Six library observations lasting thirty minutes were also conducted.
These observations took place between October of 2006 and January of 2007.
Document analysis was used to examine the multicultural books available in
both the classroom and the school library. Three of Yokota’s (1993) criteria for
selecting multicultural literature were used to compare the collections housed in both
locations. The three criteria used were:
1. Cultural accuracy in both of detail and larger issues
2. In-depth treatment of cultural issues
3. Inclusion of members of a “minority” group for a purpose.
Yokota also provides a bibliography of multicultural books, which are considered to
be excellent examples of multicultural literature for elementary aged students and
57
young adults. This list was also used when examining books. Only age/grade
appropriate books from the bibliography were considered. All additional
multicultural books meeting the above criteria were also recorded. The document
analysis of lesson plans, and student work also allowed for viewing how/where/when
multicultural literature was used in the curriculum and possibly how students
respond to it. Finally, photos were taken to document class activities and student
participation.
All documents were analyzed over a four-month period, tallying forty-eight
hours of collection and review. These forms of qualitative data were utilized in order
create as complete a picture as possible of what was occurring in the participant’s
classroom. Part of the goal of the study was to learn what was happening around the
use of multicultural literature, and observations provided an excellent means of
answering this question. Interviews provided the teacher with an opportunity to
share additional thoughts, which helped to answer the research questions as well. In
addition, interviews provided the teacher with a means of sharing her perceptions as
they related to student engagement and her pedagogical practices.
Data triangulation was used to analyze and interpret findings. Triangulation
strengthens the study by allowing for the use of a number of data sources (Patton,
2002). Data collected from interviews, observations, and document analysis
provided me an opportunity to look for emerging patterns. Triangulation assists with
checking to see whether there is a consistency across data and results (Patton).
58
This descriptive case study allowed for an in-depth examination of the
relationship between the engagements of students from diverse backgrounds as it
relates to the use of multicultural literature. It also allowed for deep probing into the
nature of this relationship, which could provide implications for pedagogical
practices with students from diverse backgrounds.
Data Analysis Procedures
In order to analyze the data, qualitative categories were created based upon
the literature review and the data. These categories were created to assist with
answering the research questions. Both deductive and inductive methods were
utilized. Deductive methods allowed me to analyze the data through the use of
preset categories. Inductive methods allowed for the creation of categories based
upon the themes that emerged from the data. “Discovery and verification mean
moving back and forth between induction and deduction, between experience and
reflection on experience, and between greater and lesser degrees of naturalistic
inquiry,” (Patton, 2002, p.67). Utilizing deductive and inductive methods allowed
for a better analysis of the data.
Deductive analysis requires existing data to be analyzed based on an existing
framework (Patton, 2002). This study utilized deductive analysis as a means of
corroborating themes, which emerged from the data. Categories and analysis related
to student engagement were based upon previous research conducted by Guthrie,
Van Meter, McCann, Wigfield, Bennett, Poundstone, Rice, Faibisch, Hunt, and
Mitchell (1996). Guthrie and his colleagues have spent many years studying
59
engagement, and specifically how it relates to reading. Although reading was not a
primary focus of this study, due to the fact that students were mainly read to, the
codes related to engagement were appropriate for the data collected during this study
as they were in alignment with the criteria I had set forth for student engagement in
this study. The three primary indicators of engagement that were adapted from
Guthrie and his colleagues were involvement, curiosity, and social interactions.
Categories and analysis related to multicultural literature were also derived
from the work of Yokota (1993). Yokota’s work was of assistance, as there is little
work related to the analysis of multicultural literature. Yokota’s work served to
provide focused analysis of the data related specifically to multicultural literature.
Three of Yokota’s six criteria were used when analyzing literature for multicultural
content. The three criteria used were:
1. Cultural accuracy in both of detail and larger issues
2. In-depth treatment of cultural issues
3. Inclusion of members of a “minority” group for a purpose.
“Inductive analysis involves discovering patterns, themes, and categories in
one’s data” (Patton, 2002, p. 453). Inductive analysis is a natural part of grounded
theory, which comes from the researchers interviews and observations in the real
world (Patton). The use of grounded theory allows for qualitative research, which
was “grounded” in the data (Merriam, 1998). Glaser and Strauss (1967) discussed
how in grounded theory, categories must be naturally applicable to and warranted by
the data. During the course of data collection and analysis, it became apparent that
60
grounded theory was necessary, as there had not been any previous work, which
addressed some of the questions in this study, such as what is the role of the teacher
as it relates to the use of multicultural literature.
Data was coded based upon the following broad overarching topics:
1. Multicultural literature information, which included genres, authors,
themes (i.e. gender, differing abilities, culture, etc).
2. Student behavior, which included questioning, speaking, listening,
writing, and physical responses such as smiling.
3. Use of multicultural literature, which included direct instruction and read
alouds.
4. Access to multicultural literature, which included direct instruction, peer
reading, read alouds, book loans, and independent reading.
For example, some of the codes for multicultural literature books included gender,
culture, and differing abilities. After collecting data, I looked for emerging themes
based upon the literature and the data itself. As was mentioned previously, both
deductive and inductive methods were used based upon the data. After coding the
data, categories (both pre-existing and new) were used to discuss the findings from
the data to answer the research questions.
Data triangulation was used to analyze and interpret findings. Triangulation
strengthens the study by allowing for the use of a number of data sources (Patton,
2002). Triangulation assists with checking to see whether there is a consistency
across data and results (Patton). This is important, because when researchers are
61
able to use multiple sources, it helps to support findings. Data collected from
interviews, observations, and document analysis provided me an opportunity to look
for emerging patterns in my effort to realize the consistency across data and results
that Patton speaks about. In addition, triangulation allowed me to draw examples of
my findings from multiple sources, which serves to strengthen the authenticity of my
results.
This descriptive case study allowed for an in-depth examination of the
relationship between the engagements of students from diverse backgrounds as it
relates to the use of multicultural literature. It also allowed for deep probing into the
nature of this relationship, which could provide implications for pedagogical
practices with students from diverse backgrounds.
62
CHAPTER FOUR
This study examined the impact of multicultural literature on student
engagement, with a focus on classroom observations and teacher perceptions of
student engagement. In particular, emphasis was placed on the impact of
multicultural literature on the engagement of students from diverse backgrounds.
This study took place in a third grade classroom in an urban elementary school, with
an ethnically and linguistically diverse student population. The teacher who
participated in this study uses multicultural literature on a regular basis with her
students. Both the teacher and her students agreed to be observed and videotaped
during class sessions, and in the library. The school librarian also participated in the
study agreeing to be observed and interviewed on her perspectives and use of
multicultural literature. Finally, both Ms. Parker, the librarian and Ms. Langston, the
classroom teacher shared their observations of the class, as they related to students’
engagement with multicultural literature. The primary purpose of this qualitative
study was to examine student engagement when multicultural literature is utilized.
The study addressed the following overarching question:
What impact does multicultural literature have on student engagement for students
from diverse backgrounds in an urban public, third grade classroom?
The following sub-questions were also addressed in this study:
1. What multicultural literature does the teacher have in her
classroom? What multicultural literature does she have access to
at her school site?
63
2. What criteria are used to select the literature?
3. What type of access do students have (i.e. direct instruction, books
available, library) to multicultural literature in the school setting?
4. What does the teacher view as the role of multicultural literature
in her classroom?
5. What does the teacher view as her responsibility as it relates to the
use of multicultural literature?
This chapter presents the results related to the above research questions. A
discussion of the school demographics and research participants is presented to
establish the context of the study. Afterwards, the research questions are answered
with data collected from the integral settings included in this study. The three
integral settings include: the school library, the classroom, and the classroom
teacher. The school library provides the context in which students are exposed to
literature on a weekly basis. The classroom is the context in which students are
exposed to literature on a daily basis. The classroom teacher serves as a guide or
navigator within the two contexts. At the conclusion of the chapter, I highlight
themes, which were found across the three settings.
Demographics
Davis Elementary is a Title I school that has one full-time administrator, and
twenty-three full-time teachers, which include four special education teachers and
one resource teacher. All of the teachers are fully credentialed, with the exception of
one special education teacher. There is one school librarian who orders and
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distributes curriculum materials in addition to operating the library. The school
serves grades kindergarten through fifth with four hundred and three students. In
addition, there are three preschool classes housed on the campus, two of which are
full day and funded by Head Start. Davis Elementary was selected for the study, as
it has one of the most diverse student body populations in Hayes Unified School
District. The students represent over ten countries, and more than twenty home
languages are spoken. Ethnicities represented include Korean, Japanese, Chinese,
African American, European, European American, and Indian. State codes do not
address these different ethnic groups however the school maintains records of more
individualized data on student ethnicity.
The Library
The school library houses fiction and non-fiction literature geared towards
students in preschool through seventh grade. Each class in the school has a standing
weekly scheduled visit. According to the librarian’s computer database, the library
contains 9359 books, which may be borrowed by students or their parents. All
classes check out books every week except the preschoolers. The preschool teachers
believe that at the ages of 3 and 4, their students are too young to be responsible for
checking out books, remembering to properly care for them and take them home, and
return them one week later. Students in grades kindergarten through second may
check out one book each week, third grade students may check out two books, and
fourth and fifth grade students may check out three. Classroom teachers have
unlimited access to school library books. Ms. Parker reads stories to preschool
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through third grade students. Teachers typically do not read to their class in the
library, but rather leave this responsibility to Ms. Parker. While she is reading to
students, teachers often use that time to work on lesson plans, use the computer, or
take a restroom break. Some teachers however will sit and listen to the story being
shared.
As you enter the library, there are attached bookshelves along all four walls.
Three of the shelves are approximately six feet in height. The fourth wall, which is
directly across from the entry door has windows, and the bookshelves begin
underneath the windows. Near the rear of the library, which is where the entrance
door is located there is a round table with padded wooden stools, which houses four
eMac computers. Students may use the computers during their recess time, or during
their class visit to the library with permission from their teacher. Directly across
from this area is the librarian’s large checkout desk. It is a long wooden “L” shaped
desk that holds her computer, a pencil basket, place markers for the bookshelf, and
an electric pencil sharpener. There are two round and two rectangular wooden tables
and chairs in the center area of the library. Near the front end, there are an additional
2 free standing double-sided bookcases, one on each side of the librarian’s chair.
There is also a round floor rug for students to sit on during story time in the library.
The rug is labeled like categories of a library, and has the corresponding call
numbers as well. (For example, one section of the rug reads: literature 800, which
refers to the call numbers for that genre). In addition, there is a rack in a corner,
which holds 15 or so puppets.
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The librarian utilizes the attached bookshelves for multiple purposes. The
space above the bookcases located under the windows is used to share picture books
on display racks. The area above the rear shelves hosts an “Author of the Month”
corner. Authors highlighted during the current school year have included Patricia
Polacco, Eve Bunting, Yoshiko Uchida, and Christopher Curtis, all of whom are
multicultural authors. The sign above the shelves near the door boasts “Our
Heritage” written in die cut letters. Atop those shelves sit a variety of multicultural
children’s books including Day of Tears by Julius Lester, Sienna’s Scrapbook by
Toni Parkers, Esperanza Rising by Pam Munoz Ryan, and Harvesting Hope: The
Story of Cesar Chavez by Kathleen Krull. The wall directly behind the librarian’s
reading chair is being used for a special reading project, which involves the entire
school. There is a large chart with a bar graph, with each teacher’s name on it
(including preschool). The chart is being used to record each class’s progress toward
their goal of reading one hundred books. The chart is being used as part of the
school wide celebration of the school’s hundredth anniversary.
Ms. Parker has put forth the time and effort to ensure that students at Davis
Elementary are exposed to literature that contains people and characters to which
they can relate. As part of maintaining and expanding the library’s holdings, she is
careful to select literature that reflects a variety of cultures and experiences. “If
students do not see people and characters similar to themselves in school library
resources, they are unlikely to feel a valued part of the school culture” (Agosto,
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2007, p.27). It is important to Ms. Parker that “it (multicultural literature) is
integrated throughout the library.” Research shows that “a well balanced school
library collection can also teach non-minority students about the true nature of our
diverse world,” (Agosto, p.27). Ms. Parker acknowledges that part of what makes
her school so great is its diversity. She believes it is her responsibility as the
librarian to “help all students understand and celebrate the diversity at our school.”
Ms. Parker provides exposure to multicultural resources, which may benefit
students in many ways. Research has shown that “integrating these materials into
school curricula and into students’ leisure reading habits can promote a sense of
belonging among immigrant and minority youth, facilitate student learning, foster
acceptance of individual differences, and increase student knowledge about the
world” (Agosto, 2007, p.27). Students who feel a sense of belonging or attachment
to their schools do better academically (Johnson et al., 2001). Ms. Parker has created
a library environment that allows diverse students to connect with the school
environment based on the rich collection of multicultural literature that she integrates
throughout the school library. In addition, she also collaborates with Ms. Langston,
the teacher in this study, to integrate multicultural literature into the curriculum.
Both Ms. Parker’s work in the library and with Ms. Langston can help students to
engage and connect with school. When students are engaged and connected with
school, they experience greater academic success (Johnson et al.).
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The Classroom
The classroom has sixteen students of varying ethnic, linguistic, and cultural
backgrounds. There are seven male, and nine females in the class. All students are
eight or nine years of age. According to school codes, the class has one African
American, seven Hispanic, two Asian, and seven White students. The students
classified as Asian are Vietnamese, and Indian. Included in the students classified as
White are two Persian students, and one student from England. Six languages are
spoken. The school has identified six of the sixteen students as English Language
Learners based upon family responses to a home language survey.
As you ascend the stairs to Ms. Langston’s second floor classroom, you are
greeted by students’ work midway up the stairs. Each student has a space where
his/her name is written on a name card, and attached above a sheet of bright red
construction paper. The spaces are used to display student writing, and the work
samples are changed throughout the year. Above their work is a brightly colored
pre-made banner that states, “Today is a Good Day to Learn Something New!”
Below their work, serving as a border along the bottom of the wall, is a pre-made
white picket fence. As you continue up the stairs, there is a round table with chairs,
a white patio furniture couch, and a bookshelf. On the walls, there is information
about the artist Jackson Pollock whom the students have studied, and their own
Pollock artwork. The round table and the bookshelf contain a variety of art books.
As you enter the classroom, there are filing cabinets, rolling storage cabinets,
and various storage containers lining both sides of the walkway. To the left side
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there is a line of six computers, which sit on individual desks. Continue forward,
and there is the class library. Books are housed on bookshelves, in flower planter
boxes, and plastic white crates. There are also three beanbags available on the floor.
Turn to the right, and there are four clusters of student desks in the middle portion of
the room. Three double desks, which are rectangular shaped tables that have storage
space underneath for two students are pushed together, create the clusters. At the
end of each cluster, there are colorful plastic bins containing resources such as
dictionaries and reading books. The front wall of the room is filled with a
whiteboard that has pull down world and United States maps above it. On the floor
below the whiteboard is a collection of books. Next to the books is a white rocking
chair. When facing the windows, (which are perpendicular to the whiteboard wall)
there are a collection of single desks and tables, which hold books and information
related to science and social studies topics. The classroom environment is filled with
educational resources for students. After examining the physical environment, Ms.
Langston was interviewed to provide information on the class environment, as it
related to the students and the culture of the class.
During the interview, Ms. Langston was asked to provide a description of her
students. The purpose of the description was to provide an understanding of the
classroom composition and personality. Ms. Langston described her students:
They’re very caring of each other. Respectful. They tend to help each
other out when there are problems. And as a class they are very open to
solve the problem as a class cuz they feel safe. They’re comfortable to
help me solve problems that I have. You know as a teacher I ask
questions. How do you think I need to do this? What do you feel about
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this activity? And you know. They let me know. I guess the personality
of my class is they work well together. It’s a good mix of students.
They’re all respectful of each other’s feelings.
This information along with further discussion and observations revealed that
Ms. Langston had established a classroom environment in which students felt
confident to express themselves and their thoughts. Throughout the observations,
every child was seen to interact with their peers and adults. Everyone seemed
supportive of each other through their words and actions. For example, there were
several occasions where students were seen applauding their peers for earning
positive reward slips while at lunch or on the playground. In addition, students were
often heard volunteering to assist their peers with both academic and personal issues.
Guthrie and Davis (2003) identified real-world interactions and collaboration support
such as those observed in Ms. Langston’s room as characteristics of a classroom
environment, which promotes student engagement.
Teacher
After observing Ms. Langston’s class and her practices in the use of
multicultural literature, an interview was conducted to better understand her
perceptions on the use of multicultural literature and student engagement. Ms.
Langston has worked in Hayes Unified School District for thirty-six years, including
the present academic year. Although her entire career has been spent in one district,
she previously worked at another elementary school in the Hayes district prior to
joining the staff at Davis Elementary. The first four years of her career were spent at
Hale Elementary. She transferred from that school to Davis, due to its lack of
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diversity. At the time of her hiring, Ms. Langston was one of only four African
American women hired to teach in the classroom. She changed schools after that
fourth year, because she felt it was important to work with a diverse student
population.
Impact of Multicultural Literature on Student Engagement
Students were engaged when multicultural literature was used. Their
engagement was demonstrated through three primary indicators, involvement,
curiosity, and social interactions. These terms were adapted from previous research
conducted by Guthrie, Van Meter, McCann, Wigfield, Bennett, Poundstone, Rice,
Faibisch, Hunt, and Mitchell (1996). For the purpose of this study, involvement
refers to students’ active participation in reading, writing, and speaking. Guthrie et
al. define curiosity as “reading to explore a new topic” (p. 330). This study extends
that definition to include the participation in any activity, which helps students to
explore a topic, which in this case is multicultural literature. Social interactions
involve engaging with others to promote literacy (Guthrie et al.). These interactions
include sharing reading interests, discussing literature, and sharing literature.
Reading however did not serve as a primary form of involvement for students in this
study, as they were mainly read aloud to during observations. They were however
observed browsing and sharing books during their visits to the library.
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Involvement
In all settings, the use of multicultural literature encouraged student
involvement. Students demonstrated their involvement through oral and written
responses the use of prior knowledge to connect to stories read, and by attempting
assigned tasks.
During this study, students had the opportunity to provide quick write
responses to Thank You Mr. Falker by Patricia Polacco, Encounter by Jane Yolen,
and I Could Do That: Esther Morris Gets Women the Vote by Linda Arms White.
Ms. Langston used quick writes as a technique to help students learn. The purpose
for writing to learn is to assist with meaning making and deepening learning for
students (Knipper & Duggan, 2006). “Writing to learn engages students, extends
thinking, deepens understanding, and energizes the meaning-making process
(Knipper & Duggan, p. 462).” Student responses demonstrated an ability to engage
with the literature both verbally and in written form. Their responses also served as
a representation of their thoughts, understanding, and feelings, as it related to the
multicultural literature that was shared. For each book, students were asked to
imagine themselves as main characters in the stories. Students’ responses
demonstrated an ability to understand the concepts and themes explored in the
literature, as well as react to them, and respond appropriately. The written reactions
were thoughtful and honest. For example, when responding to I Could Do That:
Esther Morris Gets Women the Vote, Phillip wrote, “I never thought about girls
being treated different. I know I wouldn’t like it, and when you think about it, it’s
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not fair.” Another example was Fernando’s response to Thank You Mr. Falker, “ I
know what it like to have a hard time learning things. And I know what it like to
have a teacher who make you better. Tricia was lucky to have Mr. Falker, and I
lucky to have Ms. Langston.” Student responses demonstrated how Ms. Langston
was able to get students to engage and think about themes (i.e. gender), which she
had mentioned previously.
Observations in both the library and classroom showed students involved in
dialogues that related to the literature, that allowed them to share new thoughts and
prior knowledge. When students are given the opportunity to share their thoughts,
this provides an opportunity to share their expertise, as well as gain exposure to new
concepts (Ryan & Patrick, 2001). For example, during an observation in the library
as Ms. Parker read Coming to America: The Story of Immigration by Betsey
Maestro. One student volunteered that her mother was an immigrant, and two
students in turned raised their hands to share what they knew about the student’s
mother and her journey, as she had previously spoken to the students. In the
classroom, students were noted on several occasions participating in oral
conversations. Throughout the twelve visits between the library and classroom, each
student was observed orally participating following the use of multicultural
literature. Talking is very important to learning in the elementary classroom (El-
Hindi, 2003). It is helpful for children to reason out loud as they learn new concepts
(El-Hindi). The opportunity to orally participate helps students to create their own
understanding of topics that are being addressed.
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Interviews with both the librarian and the classroom teacher also revealed
students actively involved following the use of multicultural literature. When
discussing Ms. Langston’s class, the librarian stated, “I see total engagement with
that class. During story time there are a lot of questions and answers.” Ms. Langston
also noted:
Some of the children, some of the children are very excited. The ones
who are verbal and feel very comfortable expressing themselves, and
they’re very involved. Very seldom do I get through a book in one sitting
(laughs) because they have questions about the pictures, or questions
about the concept that’s involved, or giving their opinion, relating it to
themselves.
She expressed how as the year progresses, most, if not all students become
comfortable in expressing themselves and their thoughts as they relate to
multicultural literature.
Student involvement with multicultural literature was demonstrated across
settings (classroom and library) and seen during observations. In addition, student
work and interviews also showed students’ involvement as it relates to multicultural
literature.
Curiosity
The use of multicultural literature also impacted students’ levels of
engagement as evidenced by their curiosity. Curiosity is a component of
engagement, which is linked with higher academic achievement (Klem & Connell,
2004). Student curiosity in this study was demonstrated through both their
questioning and book selections.
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Ms. Langston and Ms. Parker both spoke of how, frequently when they are
sharing multicultural literature, students are continuously asking questions. Ms.
Langston noted how this is particularly true of her students who feel comfortable
speaking out. However, she added that as the year progressed, more and more
students were becoming comfortable, and engaging in both sharing and questioning.
Ms. Parker, the librarian also added, “You don’t get past three sentences without
questions.” The frequent questioning was also noticed during observations in each
of these settings. Students were engaged with the literature, and expressed their
curiosity through questioning. For example, during one library visit a student shared
that her mother lived in a village (as did the characters in the book). One of her
classmates immediately asked, “What was it like?” Another student asked, “Why do
the people live in a village, and not in the city?”
As research has shown, student questioning is not only a form of
engagement, but it also helps students to learn (Pedrosa de Jesus, Almeida,
Teixeira-Dias, and Watts, 2006). Students’ questions play an important role in
their learning (Pedrosa de Jesus et al.) When students are proactively involved
in questioning, they are seeking to learn more about a topic that has engaged
them. In this study, students were engaged with the multicultural literature, and
asked questions to clarify concepts, and to deepen their understanding of diverse
topics. The type of engagement and involvement with multicultural literature
shown by students may suggest a part of the solution that the educational
community is seeking in its efforts to close the academic achievement gap. The
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link between student engagement and academic achievement is well
documented (Finn & Panozzo, 2004; Fredericks et al.; 2004, Klem & Connell 2004).
The use of multicultural literature can serve to engage students from diverse
backgrounds, and this may in turn result in positive academic outcomes.
Book selection is another manner by which students demonstrated their
curiosity. Students’ desire to learn more about topics addressed in multicultural
literature was confirmed during observations, and also noted by both the
classroom teacher and the librarian during their interviews. Ms. Langston
maintains a classroom checkout system, whereby students are allowed to borrow
books to share at home with their families. A list of titles students borrow is
maintained on a checkout sheet in this classroom. This system allows for both
the identification and quantification of books borrowed by students. During this
study, thirty-four of the fifty books borrowed from the classroom were
multicultural books. Ms. Parker recognizes that the books she chooses to share with
Ms. Langston’s class will often influence individuals’ book selections for checkout.
Not only does she recognize the influence of sharing a story in the library, but she
also provides students access to the very books she has read, and in addition displays
books containing similar themes on tables during their library visits. Students
utilized these various opportunities to self-select multicultural literature, which
served as another demonstration of engagement.
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Social Interactions
Social interactions were another means by which students’ engagement
related to the use of multicultural literature were observed. Interaction among
students can serve to increase their sense of self-efficacy, as it provides students with
a wider array of resources and knowledge to draw on, than if they were working
alone (Ryan & Patrick, 2001). Both the teacher and librarian related instances of
students interacting with themselves or their peers following the use of multicultural
literature. These interactions were often in the form of dialogues or students’
sharing/showing books to someone else. Interactions such as these were also
witnessed during observations in both settings. Students participated in
conversations with adults (including parents who presented during some of the
classroom observations) and their peers. In addition, students were observed sharing
multicultural texts with their peers. While students browsed the library, they
engaged in conversations with their peers and teacher about books they were
considering.
During a classroom observation, for example, when Jessica and her mother
presented on Dia de los Muertos (Day of the Dead). Ms. Langston began the
presentation, by letting students know that Jessica and her mother had come to share
more information about the Day of the Dead. Fernando raised his hand and said, “I
celebrate Day of the Dead too.” Ms. Langston replied, “Whereas I was only able to
read a book about it, Jessica and her mother Juana actually celebrate it in their
home.” After an introduction, Jessica began to read a book about Dia de los Muertos
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(Day of the Dead). Students listened carefully as she read, and her mother sat
beside her and smiled. Once the book was completed, several hands rose with
questions about the display on the altar. Following these questions, students were all
given pan de los muertos (bread of the dead) and hot chocolate. All students,
including those who indicated that they celebrate Dia de los Muertos were excited to
discuss the topic as evidenced by their facial expressions, and were curious to learn
more about what had been shared through the literature and the realia. Upon
returning to their seats, students continued to discuss Dia de los Muertos with their
peers sitting at their tables. Emma was overheard telling Joseph, “I think it’s really
neat how Jessica’s mom has all of the stuff (memorabilia) that her parents had.”
“Yeah, it’s kinda cool how she can take stuff out like her dad’s hat, and still be kinda
close to him,” Joseph replied. At a different table, Fernando was heard sharing with
his tablemates how, “at first it (Dia de los Muertos) didn’t make sense to me, and it
made me sad. Now that I’m older, I like it, and it’s like a special time for me and my
abuela (grandmother).” Fernando went on to explain that although his grandmother
has been dead for a few years, this celebration helps him to remember her, and feel
close to her.
On a separate occasion during an observation in the library, the librarian read
Thank you, Mr. Falker by Patricia Polacco. This widely read children’s book tells
the story of a young girl named Trisha who loves school, but has a hard time feeling
smart, due to her struggle with reading. All of this changes for Trisha, however
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when she meets her new teacher in the fifth grade who helps her to overcome her
challenges.
“Who has ever had a hard time learning how to do anything,” asked Ms.
Parker. All hands, including Ms. Langston’s and Ms. Parker’s were raised. Three
students were then given an opportunity to share some of the things they had
difficulty learning, and how/who eventually helped them. Delisa (whom I later
found out had been retained) shared, “It’s kinda like I have a hard time with stuff at
school, but Ms. Langston and Ms. Javier (the resource teacher) help me. Ms. Parker
acknowledged that Delisa’s comments were a “perfect tie in” to the book she was
about to read then she introduced the story to the students, and began reading.
Unlike some of the previous visits, children did not interrupt this story with
questions, but rather they listened intently. All eyes remained focused on Ms. Parker
throughout the story, and with the exception of Phillip wiggling his leg a few times,
all of the students kept their attention on the story. At the conclusion of the story,
there was further discussion about the characters feelings, and what students took
away from the story. Students began to raise their hands to share their reactions with
the whole class to the story. “It’s cool that Mr. Falker was such a cool teacher. He
really helped a lot like Ms. Langston does,” stated Adrianna. “Yeah, Ms. Langston
has helped me learn a lot this year,” added Delisa. “You know, I think we’re pretty
lucky to have a good teacher like Ms. Langston. When you have a good teacher, you
can learn more stuff,” said Joseph. “Yeah, it’s just like in the book. When the
teacher works really hard to help you, you can do stuff that you didn’t get
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(understand) before,” said Emma. Students were able to carefully consider the
literature that had been presented, and related it to their own lives.
Students smiled when sharing/showing books with both their teacher and
peers during the various observations. Several students would often ask the librarian
for books related to the one she had shared that day. For example, after Ms. Parker
shared Thank You Mr. Falker, Delisa approached and asked whether she had, “any
other books like that.” On another occasion after Ms. Parker read Mr. Lincoln’s
Way, Philip, Emma, Adrianna, Jessica, and Fernando were observed sitting around
one of the round tables sharing and discussing books with similar themes that Ms.
Parker had left on the table. Others found these types of books on their own, and
would often be overheard saying, “Look what I found Ms. Langston.” Neither the
librarian nor Ms. Langston appeared to steer the children in their book selection. On
a few occasions, Ms. Langston questioned two students in particular whether they
had really chosen books that were at their reading level. Aside from that, the
children appeared to completely self select their literature. Approximately half of the
books checked out (ninety out of one hundred and ninety two books) over the six
observations were multicultural books. These books met the criteria previously set
forth by Yokota (1993) of being culturally accurate, including minority groups for a
purpose, and putting forth an in-depth treatment of cultural issues. The titles were
verified through observations and print outs of the class check out lists provided by
the librarian. It is believed that student book selection was influenced by the
librarian’s choice to share this type of literature. The library environment, which is
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filled with multicultural texts for students to experience along with the
collaboration between the teacher and the librarian and the use of interactive read
alouds makes multicultural literature powerful in the library. The influences of
multicultural literature however does not end in the library, but rather extends to
students’ homes as they often choose to check out multicultural literature.
Involvement, curiosity, and social interactions, which are categories adapted
from the work of Guthrie et al. (1996) were witnessed throughout the six
observations conducted in each setting. (Although quick writes were not completed
in the library, they were based upon literature, which was read in the library setting.
Both quick writes and oral participation served as indicators of student engagement.
The percentage breakdown for student engagement indicators is listed in Table 5.
The quick writes and oral participation in both settings were means by which
students demonstrated involvement, curiosity, and social engagement. Over the
course of the observations, there were fewer opportunities for students to participate
through writing. However, students were provided chances to orally participate in
conversations with adults and their peers during each observation. Whereas
according to Ms. Langston, the quick writes were read by the teacher to assess
student thought, feeling and comprehension continuous opportunities to participate
in oral dialogues provided students with an opportunity to be heard by the entire
group. Throughout the observations, each child was heard from at least once, but
most were heard from on numerous occasions. The results revealed that all students
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were actively engaged both in oral and written form following the use of
multicultural literature.
Table 5: Academic Engagement Indicators
Setting and Activity f Participants Percentage
Classroom
Quick Writes
Oral Participation
Library
Quick Writes
Oral Participation
2
6
1
6
16
16
15*
16
100
100
94
100
Note: f= frequency of observations during which activity was observed *One
student was pulled from the room for resource, and did not participate.
Throughout this study, quick writes were not observed very often. Just as
with oral participation, which was frequently observed, served to allow students to
share their thoughts and comprehension, quick writes can do this as well. Quick
writes provide each student, particularly those who are not comfortable with sharing
in a whole group setting to express their thoughts, and demonstrate their level of
understanding. In addition, writing opportunities such as quick writes help to
deepen learning for students (Knipper & Duggan, 2006). Quick writes can serve as
another tool by which the educational community is able to actively engage diverse
students in the learning process, as they attempt to close the achievement gap.
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Teacher and Librarian Criteria Used to Select Multicultural Literature
The criteria for multicultural literature were clearly defined in both the
classroom and library settings. In order to be considered a multicultural piece of
literature by Ms. Langston, the book must have, “diverse opinions and ideas based
upon people’s perspectives and experiences.” Her criteria extended beyond the
representation of different races and cultures, but also included gender and religion.
Ms. Langston’s definition was aligned with Yokota, who defines multicultural
literature as, “literature that represents any distinct cultural group through accurate
portrayal and rich detail” (Yokota, 1993, p.157)
Ms. Parker acknowledged that she relies on booklists to help her to a certain
extent when selecting book titles, but also admitted the role of her personal opinion
in selecting multicultural literature. Her thoughts on multicultural literature also
proved to be similar to those of Yokota (1993). “I want it (multicultural literature)
integrated in the library. There’s so much not addressed in our everyday lives. “ Ms.
Parker was then asked to provide examples of what types of things she perceived as
not being addressed in our everyday lives. “We don’t really look at race or gender or
culture with kids. Our society still has a long way to go in talking about these
things.” As a follow up question, I then asked Ms. Parker how book selections for
the library were guided by her perceptions. She stated:
It’s really important that I choose books that allow us (staff) to talk about
these issues with our kids. I try to choose books that will teach kids about
different people, different lands, but I also want them to be able to learn
more about themselves, and to share that with each other. It’s really neat to
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watch kids learn from each other.
Ms. Parker commented how she had to make sure that she chose multicultural books
for the library, which would offer students such opportunities.
After examining and counting all of the books in Ms. Langston’s room,
approximately one third of the books in the classroom library qualified as
multicultural literature. Based upon Ms. Langston’s interview and Yokota’s criteria,
I identified four key criteria for multicultural books in her classroom library:
1. Gender: books with female characters that overcame obstacles such as
handicaps, oppression, or prejudice, contributed to society through social
action, and/or were pioneers in their field.
2. Race: books, which dealt with issues relating to different ethnicities, such as
Asian, African American, Hispanic, or Native American.
3. Culture: books, which addressed the beliefs, practices, customs and behavior
of various people or nations.
4. Diverse opinions: books, which showed main characters with differing needs
(i.e. blind, deaf, physical disabilities), told familiar stories from a different
perspective (i.e. Thanksgiving from the Native American’s point of view), or
contained main characters that broke stereotypes or gender types (i.e. the first
African American or female pilots).
As I examined each book, I recorded the titles of books that appeared to be
multicultural (see Appendix C). In addition, I browsed many of the books with
which I was not familiar to see if indeed the content was multicultural. Over a series
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of days, I later returned to Ms. Langston’s room to read each of the books recorded
on my list, to see whether they contained: cultural accuracy, in-depth treatment of
cultural issues, and minority group(s) for a purpose. The librarian provided me with
a detailed listing of all library holdings that were considered or labeled multicultural
(see Appendix D). The librarian’s computer program called SMILEnet allowed her
to use a feature called make a list, to enter the term multicultural literature, and then
it generated a listing of the books in the school library, which (according to the
computer program) were multicultural. The computer program however does not
provide its definition or criteria for multicultural literature. When I compared the
school library holdings list with the classroom library list I noted that among the
multicultural titles that were located in the classroom library, only six were also
available in the school library.
The titles from the library booklist and those obtained from the classroom
library met the predetermined standard of multicultural literature. These criteria
included cultural accuracy, in-depth treatment of cultural issues, and inclusion of
minority group(s) for a purpose. The books housed in both locations proved to offer
students a variety of multicultural texts from which to choose.
Student Access to Multicultural Literature
Students have access to multicultural literature in both their classroom and the
school library. The access is provided via direct instruction from the teacher and
parent volunteers. In addition, students have access to multicultural books in both
the classroom and school library, where they may read books (on site) or borrow
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them to take home. Students read more when they have greater access to books
(Krashen, 1993). The provision of multicultural literature in both settings serves to
encourage students to read more multicultural literature.
Table 6: Multicultural Literature in the Classroom
Criteria N Percentage
Gender
Race
Culture
Diverse Opinions
60*
57*
239*
131*
25
23
98
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Note: n= number of books for each category
*Numerous books met more than one criterion.
During an interview, Ms. Langston explained how she uses multicultural
literature throughout the year, and integrates it into all areas of the curriculum.
Bauman, Hooten, and White (1999) found that when multicultural literature was
integrated in a purposeful manner throughout the curriculum, students engaged in
more free choice reading and exhibited a greater appreciation for books. Research
by Ramos and Krashen (1998) has shown that providing students with interesting
books is possibly the greatest incentive for reading. Further research has
demonstrated when students engage in more free choice reading they perform better
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on assessments related to vocabulary knowledge (Rodgrio, McQuillan, and
Krashen, 1996). Ms. Parker also added how she works in conjunction with Ms.
Langston to utilize multicultural texts during the class library visits, which will
support what is being done in the classroom. Both environments provide students
access to multicultural literature, and opportunities to freely choose to read this type
of literature.
Direct Instruction
Observations in both settings corroborated that multicultural literature was
being used as a part of direct instruction. Both teacher and parent presenters created
and delivered lessons to students, which incorporated multicultural literature, and
engaged students. For example, during one visit to the classroom, students were
discussing the Indian religious celebration of Diwali. The teacher had previously
read a book to the students about Diwali, and on this particular day, Soroya and her
mom were prepared to give a presentation to the students. Both Soroya and her mom
were dressed in traditional saris. There were four books displayed on the ledge of
the whiteboard, each about Diwali. On a single desk near the whiteboard, Soroya’s
mom Vanai had set up a makeshift altar, which included a small Buddha and
incense. Soroya read a book to students entitled Diwali by Trudi Strain Trueit. After
this, Vanai began to explain in further detail what the children had just heard in the
book. “Who knows where India is?” she asked. Several students raised their hand
for an opportunity to come to the board and locate India. After this, Vanai explained
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how the celebration of Diwali was a part of her family’s beliefs. Joseph raised his
hand and replied, “Yeah, just like my family is Jewish and has certain beliefs.”
Following the discussion of the history and meaning of Diwali, Vanai
demonstrated first on the whiteboard, then with paper to show how Rangoli designs
are created. Rangoli is a traditional art of decorating courtyards and walls of Indian
houses, places of worship and sometimes eating places as well. Vanai explained
how the art is typically transferred from generation to generation and from friend to
friend, and how she would like to share it with the students. Everyone sat up
attentively in his or her seat, and many eyes grew wide with excitement. As Soroya
and Vanai passed out papers with example of various Rangoli designs, children all
over the room could be heard chattering about how beautiful the designs were, or
verbally selecting the design they wanted to copy.
When given permission to start on a design, all students immediately began
attempting to copy one of the four intricate designs, which had been given to them.
Each student was very focused in their efforts to recreate the designs that lay before
them. “This is cool,” Emily leaned over and told Mani. “Which one are you going
to do?” Fernando asked Adrianna with a smile on his face.
After students were given about fifteen minutes to work on the designs, they
were invited to try some sweet treats, which are traditionally a part of the Diwali
celebration. A few students were skeptical of the orange, jelly-like treats. Although
they were shaped like pretzels, they appeared to have a gummy bear like texture.
Most of the students however, raised their hands to give this new food a try. “It’s
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really sweet,” said Natalie. “I didn’t think I’d like it at first, but I do.” Experiences
such as this demonstrate how exposure to multicultural literature and activities can
positively impact all students. “A well balanced school library collection can also
teach non-minority students about the true nature of our diverse world” (Agosto,
2007, p.27). This is also true for a well-balanced classroom library. Student
exposure to classroom books about Diwali and the parent presentation served as a
learning experience for all students.
On another occasion, Ms. Langston completed the story Festival of Lights:
The Story of Hanukkah. This was followed by a presentation from Joseph and his
dad Carey. Joseph and his dad brought in a menorah that Joseph had painted when
he was younger, as well as latkes to share with the children.
Joseph began their portion of the presentation by reading information from
some note cards that he had written. His father would stop him every so often, to ask
the students if they knew what certain words meant, or to see how much they already
knew about Hanukkah. As they discussed the menorah, Philip commented on how it
looked a lot like “the candle thing used for Kwanzaa.”
Throughout the discussion of Hanukkah, several students recalled
information from books they had heard read previously in class. Emma remarked,
“even though there are lots of different holidays, they’re all kinda the same.” When
asked to elaborate on her statement, she replied, “Well, a lot of times like in Too
Many Tamales, or The Chanukah Guest, it’s really about being with people you love
and eating good food.” Carey responded, “I couldn’t have said it better myself.
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Ms. Langston noted, once students are familiar with the use of this
(multicultural) literature, and it is not relegated for special projects, they are more
likely to engage in the classroom dialogue or assignment. Researchers (Bauman et
al., 1999) found that after a year of exposure to multicultural literature, African
American students exhibited a changed attitude towards literacy. This change
included increased academic engagement. When students are engaged in the learning
process, they are more likely to do better in school (Johnson et al., 2001; Klem &
Connell, 2004).
Classroom Library Access
As stated previously, there were a variety of multicultural books available to
students in both their classroom library and school library. In the classroom,
students are free to take books from the shelves to read in class, or they may borrow
them and take them home. If a student borrows a book, they tell Ms. Langston what
they are borrowing, and they leave a slip of paper with the title and author in a
designated box in the room. Once the student returns the book, they remove their
slip, and throw it away. If there is high demand for a particular book, students sign
up for it on a sign up sheet that is maintained by the teacher.
School Library Access
Students also have access to multicultural books in the school library. They
may borrow a title for a one-week period, and renew it after that, if they’d like.
Students may borrow various books from the library, including those read by the
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librarian. They are free to choose from any section of the library, which has
multicultural literature integrated throughout its various sections. Displays around
the library, which often contained multicultural books, were places from which
students could borrow books, as well as the supply of books, which were often
displayed on tables in the library by Ms. Parker.
Students were not observed borrowing multicultural books from the
classroom library however, they were observed borrowing them from the school
library. Students may read their books on site in the classroom or school library, or
they are able to borrow books from both settings. Although these libraries served as
the initial site of access for students, the fact that they were able to take the books
home also provides access to multicultural literature in their homes. There was an
abundance of access to multicultural literature, and students were engaged by it.
Figure 2
Forms of Student Access
Student Access to Multicultural
Literature
Direct
Instruction
Classroom
Library
School
Library
Teacher Parents Loan Site Loan
Site
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Role of Multicultural Literature in the Classroom
Integration
Multicultural literature is an integrated part of the curriculum in Ms.
Langston’s classroom. The data led to the creation of this category in response to the
question regarding the role of multicultural literature in Ms. Langston’s classroom.
Integration is a category, which emerged that was supported by field notes,
observations, and interviews.
With regards to instruction, Ms. Langston noted how she tries to incorporate
multicultural literature throughout the curriculum.
Through teaching art, I definitely bring in different artists from
different cultures, from different times, different art periods, and gender wise
too, and then we compare and contrast. And then I just kinda weave it
(multicultural literature) throughout the year. It really is tied into everything,
art, math, music, and social studies.
Ms. Langston also commented that during the year there are numerous
“teachable moments,” which lend themselves to the usage and incorporation of
multicultural literature in the classroom. She integrates multicultural literature in
her classroom throughout the year, in order that is a natural part of the curriculum,
and is not viewed by students as an add-on.
Observations also revealed how multicultural literature is integrated into the
classroom curriculum. Issues of gender, culture, and socioeconomic status were a
few of the topics addressed in Ms. Langston’s classroom. These particular issues
were all raised during conversations that were based around the book I Could Do
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That: Esther Morris Gets Women the Vote by Linda Arms White. Ms. Langston
chose to take a naturally occurring topic in the third grade curriculum, and present it
through a multicultural lens. Parents were also involved in presenting lessons to the
class, during which students were also exposed to multicultural literature and
artifacts. In all cases, student reactions and discussions confirmed their engagement
with the literature. When students are engaged in school, they are likely to achieve
greater academic success, and are less likely to drop out (Johnson et al., 2001; Klem
& Connell, 2004). This is especially important for this group of students, as data
from the Department of Education (2006) continues to demonstrate the high rates at
which diverse students are disengaging from school.
Teacher’s Role in the Use of Multicultural Literature in the Classroom
Facilitator
Based upon interviews, document analysis, and observations, the data led me
to create two categories, which represent Ms. Langston’s role as it relates to the use
of multicultural literature in the classroom, facilitator and collaborator. As the
classroom teacher, Ms. Langston believes her role is to provide students with access
and exposure to multicultural literature. She accomplishes this through an
investment of time and resources. A crucial classroom ingredient that serves to
engage students is the teacher’s style (Reeve, 2006). When teachers serve as a
facilitator, they improve the quality of interaction with their students, and help
students to learn new skills and concepts (Reeve).
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The majority of the multicultural literature that is contained in Ms.
Langston’s classroom was purchased with her money. She reported how she often
visits bookstores in search of good children’s multicultural literature. Ms. Langston
not only makes it a point to provide these books in her classroom, but she also
provides access to her students. In addition, she also speaks with the librarian on a
regular basis about new book releases, as she frequently receives information on new
titles. Ms. Langston works diligently to personally provide students access to
multicultural literature.
Collaborator
Another role Ms. Langston assumes as it relates to multicultural literature is
that of collaborator. Montiel-Overall (2006) asserted that collaboration is a means
by which both learning and teaching are enhanced. Ms. Langston works with both
the librarian and her families to integrate multicultural literature into her students’
education.
There is a clear partnership in the manner in which books are shared with
children in Ms. Langston’s class. The collaboration was apparent during interviews
with the teacher and librarian, and during observations. The librarian reported:
There are two things going on. The teacher tells me what she’s doing in
the curriculum. Also, the teacher often brings books in for me to read. I
rely a lot on the teacher. Most teachers just like for me to choose
something, but Ms. Langston and I work together to incorporate books
that match up with what she’s doing in her class.
The librarian shared, “We frontload the students prior to reading a book to them.
We’re working back and forth with the literature, because she (Ms. Langston) knows
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the book usually.” Ms. Parker and Ms. Langston work collaboratively to both
expose students to literature with multicultural themes, and to actively engage these
students in dialogues relating to the literature. “Joint implementation demonstrates a
commitment by the classroom teacher and the teacher-librarian to jointly planned
instruction” (Montiel-Overall, 2006). This commitment serves to enhance students’
academic experiences. At the core of their commitment and collaboration is the use
of multicultural literature. Through collaboration, the teacher and librarian have the
potential to positively affect student learning (Montiel-Overall).
Throughout the study, there were occasions during which the collaboration
between the teacher and librarian were very explicit. For example, during one
library visit, the librarian was completing the book Jackson Pollock, which the
teacher had begun in class. Although the discussion was begun in class, the
literature was extended into the library. Ms. Langston has shared this book with
classes in previous years, and believes that Ms. Parker’s personal work as an artist
serves to enrich the class discussions related to this particular book. In addition, the
book The Village of Round and Square Houses was intentionally selected by Ms.
Parker, because she knew (from conversations with Ms. Langston following library
visits and after school) that the class was working on math and art work related to
shapes and geometry. Both agreed that although the focus of the book was not
actually shapes, it could however be used to stimulate students’ thoughts about
shapes. They also agreed that the book could provide good discussions based around
community, which is a theme stressed throughout the year in Ms. Langston’s class.
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This particular book was viewed by both women as being good for discussing
inclusion and exclusion of particular groups of people.
Similar collaboration was noted between Ms. Langston and parents from her
classroom. During three of the classroom observations, parents served as the
presenter/teacher of multicultural literature. Parents in Ms. Langston’s class received
an invitation at Back to School Night to come in and share areas of expertise. Ms.
Langston also informed me that:
throughout the year, I will send home notes when we are preparing to study a
particular theme or topic to solicit parent volunteers. For example, I know
one parent is a doctor. I am hoping that when we study the human body,
they will come in and share.
The three parents observed during this researcher’s visits came to
communicate their knowledge of particular cultural events in which their families
participate. All of the presentations were discussed with families prior to the parents
presenting in class, as Ms. Langston wanted to ensure that the presentations would
enhance the curriculum. While visiting Ms. Langston’s room (to take notes on the
class library), I heard as she discussed with Vanai (Soroya’s mother) about the
upcoming presentation on Diwali. Ms. Langston shared with her the literature she
had already read to the class. Although Ms. Langston allowed parents to serve in the
role of primary teacher for the lessons, she co-facilitated dialogue amongst the
students, and her collaborative work with families enhanced student understanding.
As a result of her collaboration with other adults, students were exposed to a
variety of multicultural texts, and appeared to engage with each. The teacher’s
deliberate use of multicultural literature provides students with an opportunity to
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interact with characters, stories, and themes, which relate to their lives. These
opportunities encourage students to take a more active role in the learning process.
This is especially important for diverse students who statistics continue to show are
disengaging from school at high rates (Department of Education, 2006). In addition,
Ms. Langston creates roles of leadership for her students, which allows them to feel
like the experts. As with the families who are invited into the room, the students are
given permission to share their knowledge and expertise, as they relate to the
multicultural literature. When students are able to demonstrate an understanding or
knowledge in school, they are more likely to engage (Klem & Connell, 2004). When
students are engaged in school, they are likely to achieve greater academic success,
and are less likely to drop out (Johnson et al., 2001; Klem & Connell).
Connecting the Integral Settings
The three integral settings addressed in this chapter were the library, the
classroom, and the teacher. After examining field notes, documents, and
observations, there were five recurring themes that were present: engagement,
personal investment, integration of multicultural literature, partnerships, and the
teacher as a facilitator.
The figure below (Figure 3) demonstrates the relationships that were
observed during this study. The role of the teacher proved to be key in not only
providing students access to multicultural literature, but with helping them to engage
with it as well. The teacher formed partnerships with parents, and allowed them to
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serve as facilitators (to provide instruction). In addition, she collaborated with the
librarian to provided access to multicultural literature for her students.
Figure 3
Integrated Multicultural Schema
Teacher as Mediator
The classroom teacher working as a collaborator to build partnerships with
parents and the librarian, and through personal investment kept a focus on integrating
multicultural literature throughout the curriculum. She supplied students with direct
instruction related to multicultural literature, and she also provided access for
students to be able to read, write, and discuss multicultural literature. Her book loan
policy also provided students access to this literature in their homes, as they were
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able to take books from the class to read at home. All of these relationships (built
by the teacher) and actions led to students exhibiting curiosity, involvement, and
social interactions, which were all viewed as indicators of engagement.
Engagement
Student engagement was noted during observations, interviews, and through
document analysis. During both classroom and library visits, students were observed
actively participating in conversations with adults and their peers in dialogue related
to multicultural literature. Student engagement was exhibited through their
comments and questions related to literature that was shared in both settings. In
addition, during library visits, students were seen selecting and/or discussing
multicultural texts with their peers. Both the teacher and the librarian also noted how
actively students are engaged when multicultural literature is utilized. Ms. Langston
commented, “I think they think deeper, and reach down into a place they haven’t
thought before, or gone in their responses.”
Ms. Langston noted that when multicultural literature is used, her diverse
students are, “more engaged.” The librarian also noted “total engagement with this
class.” Students demonstrated engagement through their conversations, but also
through their written work. Every student actively participated and attempted to
make two or more Rangoli designs following the Diwali presentation. In addition,
their written responses to multicultural literature shared over the four months of the
study demonstrated active engagement. Students were able to relate the literature to
themselves and provide thoughtful responses.
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Smith (1995) noted in a qualitative study that when students were able to
relate to the characters in literature, they were more apt to engage with their
schoolwork. She reported how a number of the students felt a sense of
“empowerment” when they were read to, or were able to read books with characters
to which they could connect. The usage of multicultural literature helps students
from diverse backgrounds to find connections in their lives and in academia. These
connections that students establish help them to engage more in the learning process,
whereby they are more likely to achieve greater academic success.
Previous research has also shown a connection between the use of
multicultural literature and student engagement (Hefflin and Barksdale-Ladd 2001,
and Hefflin, 2002). Studies demonstrated that students from diverse backgrounds
were more likely to engage in their schoolwork when literature was used, that
reflected them (Hefflin and Barksdale-Ladd; Hefflin). These studies along with the
present study demonstrate that students can benefit from exposure and access to
multicultural literature. When students are able to connect with the literature being
shared with them, they are more likely to actively engage in school. Researchers
such as Finn & Panozzo, 2004 and Klem & Connell, 2004 have established a link
between student engagement and academic achievement. Using multicultural
literature to actively engage students from diverse backgrounds can serve to increase
their levels of academic achievement, and close the achievement gap.
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Personal Investment
In this study, both the teacher and (different) parents established a sense of
personal investment in sharing multicultural literature with students. The teacher
established her investment through a number of ways. Ms. Langston’s investment
was demonstrated through the books she chose to purchase with her own money, and
the easy access provided for students to borrow those books. In addition, she made
an active choice as “part of the classroom community” to begin sharing multicultural
books with students during the first month of school, even though she did not believe
her colleagues were doing the same.
Parents displayed personal investment through the giving of their time,
knowledge, and resources to educate students about various multicultural topics.
The three parents observed shared multicultural literature and realia, which served to
engage students in Ms. Langston’s class. Parents took the time to discuss with Ms.
Langston what they wanted to share, and how they would present it. In addition,
they invested the time to not only read a book to the class, but to bring in artifacts
and food to enhance students’ understanding of the concepts they were discussing.
Teachers serve as the bridge between their students and multicultural
literature (Ralph, 1995). Ms. Langston makes a concerted effort to provide her
students with access to multicultural literature both in the classroom, and during
library visits. The exposure she provides to students both in the classroom, through
her book displays, book loan program, and shared readings illustrates to students that
she values multicultural literature, and is invested in its usage. Ms. Langston also
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provides families with opportunities to come into the classroom and read and share
multicultural literature with the students. Hara and Burke, (1998) suggested that
increased parental involvement such as this is key to academic achievement. The
personal investment shown by both the teacher and parents can serve to have a
positive impact on the academic achievement of the students.
Integration of Multicultural Literature
Multicultural literature was not relegated to one subject area, or particular
time of the year. Ms. Langston shared how she begins using multicultural literature
during the first month of school, and continues to use it weekly throughout the year.
Her usage of multicultural literature is not only integrated throughout her curriculum,
but it is integrated into her library visits as well. Ms. Langston uses her weekly visits
to the library as an additional opportunity to share multicultural literature with her
students. The librarian reported how they, “work collaboratively,” to provide
students with opportunities to experience more multicultural literature. Just as
multicultural literature is woven throughout subject areas such as art, music, and
math in the classroom, Ms. Parker, the librarian extends this integration during
students’ library visits.
There are those in education who would argue there are obstacles, which
prevent them from using multicultural literature except for special occasions or
holidays (Harris & Willis, 2003). Hefflin (2002) however argues that multicultural
literature can be used as easily as mainstream literature. Ralph (1995) takes the
argument a bit further, and asserts that when multicultural literature is an integral
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part of the curriculum and teachers serve as models and facilitators for its usage,
the classroom becomes an environment for open dialogue. By integrating
multicultural literature throughout her curriculum, Ms. Langston was able to create
environments for open dialogue in both her classroom and the school library.
Students’ active engagement in dialogues in both settings demonstrated how the
integration of multicultural literature throughout the curriculum served to enhance
student participation.
Partnerships
Observations and interviews revealed that partnerships play a key role in the
utilization of multicultural literature with Ms. Langston’s class. She works
collaboratively with the librarian to select the books, which are shared with her class.
During their library visits, she facilitates discussions, along with the librarian related
to the multicultural texts that are shared. In addition, she partners with families to
share multicultural literature with her students as well. Ms. Langston utilizes these
partnerships as a means of supporting her use of multicultural literature throughout
the school year.
Collaboration is viewed as a process that improves the way curriculum is
developed, along with teaching and learning (Montiel-Overall, 2006). Working
together, teachers and librarians can positively affect student learning (Montiel-
Overall). Ms. Langston and Ms. Parker have established a trusting working
relationship, whereby they coordinate their efforts and plans on behalf of student
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learning. This collaborative approach, which involves the use of multicultural
literature serves to support and enhance the teaching, which occurs in the classroom.
The benefits of parental involvement are well documented (Ferrara &
Ferrara, 2005; Jeynes, 2005). Parental involvement has proven to be extremely
important to increased academic achievement (Christian, Morrison, Bryant, 1998;
Ferrara & Ferrara; Hara & Burke, 1998; and Henderson, 1988). In fact, it is now
viewed as one of the most significant factors influencing student achievement
(Lazar, Broderick, Mastrilli, & Slostad, 1999). Researchers such as Jeynes (2003)
suggest that parental involvement may be the way to bridge the achievement gap.
Parents were given an opportunity to volunteer and share their knowledge through
presentations that served to enhance students’ learning experiences. The manner in
which Ms. Langston partnered with parents served to actively support student
engagement and learning.
The Teacher as Facilitator
Ms. Langston’s role as a facilitator proved to be key to student engagement.
Operating as a facilitator, teachers are able to improve the quality of their work with
their students, and help students to learn new material and increase their academic
proficiency (Reeve, 2006). She not only provided students exposure to multicultural
literature through direct lessons and access to books (for use in class or at home), she
also facilitated lessons with their families in order to incorporate multicultural
literature into the curriculum. In addition, she facilitated conversations in the library,
which also served to increase student engagement. Research has shown that when
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students are engaged in school, they perform better academically (Finn & Panozzo,
2004; Rimm-Kaufman, LaParo, Downer, and Pianta, 2005).
Multicultural literature was utilized in meaningful ways in both the school
library and the classroom. The teacher and the librarian demonstrated a commitment
to providing students with access to multicultural literature, which they can access at
school and home. In addition, they worked collaboratively to expose students to this
literature. Students’ responses to multicultural literature were marked by curiosity,
excitement, and active engagement. The level of engagement evidenced by students
has been linked to many positive outcomes. The positive outcomes of student
engagement include, better feelings about school, greater academic achievement,
fewer absences, and lower drop out rates (Finn & Panozzo, 2004; Fredericks et al.,
2004; Klem & Connell, 2004). Each of these is a desired outcome, as the
educational community continues to search for ways to close the achievement gap.
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CHAPTER FIVE
What is the impact of the use of multicultural literature on student
engagement for students from diverse backgrounds? This is the essential question
that focused this study in an attempt to enhance the paucity of research in this area to
ultimately improve educational practice. Amongst the few studies that have
examined this relationship, each of them limits their concept of diverse backgrounds
to students who are from different racial groups. This narrow definition fails to take
into account the complexity of diverse student populations. This study widened what
researchers typically identify as diversity to include language and cultural diversity
among and within students from different ethnic backgrounds.
This qualitative case study sought to create a better understanding of the
impact of multicultural literature on student engagement, with a focus on teacher
observations/perceptions. The study focused on a single third grade classroom, in an
urban Los Angeles County in Southern California. This classroom was selected
because of its use of multicultural literature in their language arts curriculum through
the use of publisher created texts and supplemental picture books and chapter books.
Participants in this study suggested that the use of multicultural literature has a
positive impact on student engagement. Results showed that diverse students
become engaged in academic settings when multicultural literature is used.
A qualitative approach using interviews, document analysis, and
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observations was used to investigate the impact of the use of multicultural
literature on students from diverse backgrounds. One on one, in person interviews
were conducted using interview guides created by the investigator. Document
analysis included examining both classroom and school library holdings, and student
work samples. Observations were conducted in both the classroom and school
library.
This chapter presents key contributions to the field of education. In addition
implications for research and practice, and the need for further studies are discussed.
Implications are organized around four major themes: policy, professionalism,
practice, and parents as partners.
Contributions of this Study
The primary contribution of this study to the educational community is its
suggestion that the use of multicultural literature increases the level of engagement
for students from diverse backgrounds. This contribution is significant due to the
great concern in the educational community with the academic achievement gap.
Research has demonstrated that students from diverse backgrounds are not achieving
at the rate of their White peers (Bell, 2004). In addition, research has also shown
that students who are engaged more in the classroom experience greater levels of
academic success (Finn & Panozzo, 2004; Rimm-Kaufman, et al., 2005). This study
provided evidence that students from diverse backgrounds engage more in classroom
activities when multicultural literature is utilized. Such results would suggest that
there is a greater probability that these students would also experience higher levels
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of academic success. Therefore, in support of the use of multicultural literature, it
is evident that if teachers utilize it in their classrooms, then students from diverse
backgrounds will be more willing to engage in their learning process.
Research has demonstrated that when students are able to connect with the
content and literature that is presented in the classroom, they are much more likely to
actively participate in their education (Smith, 1995; Conchas; 2001; Howard, 2001;
Hefflin & Barksdale-Ladd, 2001; and Hefflin, 2002). Furthermore, studies have
shown that engagement is an integral part of student learning and academic success
(Finn & Panozzo, 2004; Klem & Connell, 2004; Rimm-Kaufman, et al., 2005). The
research by Finn & Panozzo, Fredericks, Blumenfield, and Paris, 2004, Klem &
Connell and Rimm-Kaufman, et al. supports the assertion that if students are more
engaged in school, they will do better academically. Results of this study
demonstrated that when multicultural literature is used, students are actively engaged
in their learning. The use of multicultural literature serves to encourage engagement,
which has been linked with increased academic success. Multicultural literature can
serve as a tool, which can help to increase the academic success of students from
diverse backgrounds. This success could then help to eliminate the academic
achievement gap, which currently persists between students from diverse
backgrounds, and their White peers.
Another contribution of this study is its examination of the impact of
multicultural literature on a broader population of students. The previous few studies
that have considered this topic have limited their focus to African American or
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Hispanic students. This study however expanded the definition of diverse students,
to encompass not only ethnicity, but culture and language as well. When considering
the achievement gap, linguistically diverse students are often included in those who
are not achieving at the same rate as their White English-speaking peers. Although
this is the case, there has not previously been research to examine the impact of the
use of multicultural literature with this population. This study demonstrated that
linguistically and culturally diverse students engaged with multicultural literature.
Previous research (Finn & Panozzo, 2004; Fredericks, Blumenfield, and Paris, 2004;
Klem & Connell, 2004; Rimm-Kaufman, et al., 2005) in the area of engagement
informs us that when students are engaged in their schooling, they experience better
academic outcomes. Results of the study show that this population is engaged when
multicultural literature is shared, therefore, they are more likely to have better
academic outcomes.
As the educational community grapples with how to best meet the
educational needs of linguistically diverse students, the use of multicultural literature
offers promise. Grant and Wong (2003) have documented the struggles and
controversy of the failed attempts to educate linguistically diverse students in the
American school system. The role of the teacher proved to be key. This study
demonstrated how students from linguistically diverse backgrounds engaged in the
academic process when multicultural literature was used in meaningful ways through
teacher facilitation. Having the literature present was not sufficient, rather the
teacher took an active role in using it, providing access, and facilitating its
110
integration into the curriculum. Such practices resulted in a positive impact on
student engagement. Knowing that student engagement is linked to student
achievement, the use of multicultural literature in the classroom and schools warrants
further consideration.
Implications
Policy
Many instructional decisions are based on state, district, and local educational
policy. With the exceptions of charter schools and private schools, curriculum
adoptions traditionally take place at the district level. Schools are required to adopt
materials, which have been approved at the state level. At the local school site level,
principals have the authority to allocate funds for the purchase of multicultural
literature.
“School libraries are struggling: In California, educators say strong school
library programs help increase learning, but as other needs take priority, funding for
school libraries has dropped from $28 to pennies per student” (American Library
Association, 2007). The allocation of funds for the purchase of multicultural books
for the school and classroom is an issue that deserves consideration. Various
districts have differing policies on how books are chosen for their school and
classroom libraries. Some schools’ purchases are guided by reading lists produced
by organizations such as School Library Journal or the Junior Library Guild, while
others rely on teacher and student suggestions as well.
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Are districts providing their classroom teachers with multicultural
resources, or are the teachers expected to purchase them on their own? This matter
deserves great consideration, because as research has shown, students are more likely
to engage in the learning process when they are able to relate to the literature (Smith,
1995; Hefflin & Barksdale-Ladd, 2001; Hefflin, 2002). Although the school in this
study spent some monies on multicultural literature for their library, many of the
multicultural books were located in the teacher’s classroom, and were purchased
with her money. The multicultural books contained in the school library were
purchased based upon recommended reading lists, such as the ones published by
Project REACH magazine, teacher recommendations, and titles the librarian came
across in bookstores. These books were purchased out of the annual library budget.
It was the librarian’s personal decision, which factored in requests from parents and
teachers to purchase multicultural titles. The teacher primarily purchased her
multicultural books from a local independent children’s bookstore, but has also used
a larger chain bookstore, which serves as a vendor to the district. Her selections
were mainly based upon her continuous visits to the bookstore where she found
books that she felt accurately addressed issues of gender, culture, and ethnicity, and
recommendations from the librarian.
Another policy issue to consider is whether there is equity between classroom
libraries at school sites. A well-stocked classroom library serves as a nucleus for
browsing, selecting, and enjoying resources (Sancore, 2006). Consideration is
warranted as to how classroom libraries are created. Is there a core set of books that
112
all classrooms are given, or are teachers expected to create these on their own?
Are funds equally distributed throughout grade levels and classes at each site for the
provision of multicultural literature? Oakes and Saunders (2004) conducted a case
study with California as its study population. Their findings came after the
Williams, et al. vs. California, et al. case, which examined the inadequacy of school
resources. They found that in many cases, students did not have the necessary texts
and resources, and schools that served low-income students and English language
learners were most affected by the shortages. Results from this study also suggest
that classroom libraries are not equally supplied with multicultural literature. The
teacher in this study had numerous books that were not found in the school library,
and from her discussion about the lack of emphasis most of her colleagues place on
the use of multicultural literature, many of the titles in her class library most likely
would not be found in her co-workers’ classrooms.
Oakes and Saunders (2004) established that there is an inequity in California
schools, as it relates to literature and resources. However, a need also exist to
examine whether or not classrooms are being provided specifically with any
multicultural literature. Those who have the power to determine what is represented
in classroom libraries ultimately control what students have access to on a daily
basis. The decisions of what to include in the classroom libraries not only impacts
daily access, but also what students will ultimately deem as important literature as
well. Student book selection is influenced by what is shared in the school. Books
shared in class are often the impetus for student inquiry, book selection, and home
113
discussions. This concept was illustrated both by the classroom teacher and
librarian in this study. Both individuals reported how frequently the books that they
shared or brought to students attention either through word of mouth, or displays
were often the books that students wanted to borrow. We must take into account the
influence that classroom libraries that lack multicultural literature have on its
students. When diverse students do not have access to multicultural literature, they
are likely to be less engaged, and this will translate into lower levels of academic
success.
Professional Practice
The desire of teachers to provide the best education for their students leads to
a need to continue to build their knowledge base through life-long learning. The
responses from the teacher in this study supported this notion in her ongoing practice
of acquiring and sharing multicultural literature with her students. This desire
however, is often stifled by the policies and practices in the field of education, which
have a heavy focus on strictly teaching reading, writing, and arithmetic. There are
many scripted programs, which exist to “help” teachers do this in a very uniformed
manner (Moustafa & Land, 2002; Ede, 2006). These programs contain
commercially prepared instructional materials, and require the classroom teacher
to read from a script while “teaching” a lesson (Moustafa & Land). Further
studies would be beneficial, to see how teachers who work with such programs could
integrate multicultural literature into their curriculum. In this study however the
classroom teacher was not restricted by such prescriptive programs, and exhibited a
114
desire to know more about her students as a means of being able to connect them to
the curriculum, and as a means of being able to teach them more than the standard
curriculum. This desire to teach and know more translated into a classroom where
students were actively engaged in the learning process. For example, when
discussing the election process, the teacher in this study extended the conversation to
include issues related to gender, ethnicity, and citizenship. This extension was the
catalyst of a great deal of conversation and debate amongst students, as they were
able to see how these issues previously and currently impacted their families, and
how they would have impacted themselves had they been living during particular
time periods. Another example of this teacher teaching beyond the standard
curriculum was evident from teacher and student generated questions and discussion,
and students’ responses to the text Mr. Lincoln’s Way. This piece of literature dealt
with issues of bullying and intolerance, which are outside of the scope of teaching
reading, writing, and arithmetic. Students participated in oral and written activities
using this piece of literature, which provided them the opportunity to not only use
their academic skills, but their social and emotional skills as well. Students made
personal connections to the text, which allowed them to express their reactions to the
literature on a personal level, as well as on a cognitive or academic level.
Collaboration is another concept, which arose from this study. The
participants showed how collaboration between school employees (here the teacher
and librarian), and the home (i.e. families) could serve to benefit everyone involved.
The collaboration between employees serves to strengthen the use of and
115
connections to the required curriculum, as well as enhancing teaching and learning
(Montiel-Overall, 2006). Research has also shown a positive relationship between
parental involvement and various student outcomes, including academic achievement
(Henderson, 1988; Lazar, Broderick, Mastrilli, & Slostad, 1999; Ferrara & Ferrara,
2005). The collaboration between school and home also serves to connect students
with the curriculum, while encouraging students and their families to feel more
connected with the educational process. This was evident during each of three parent
presentations observed during this study. Children of the parents presenting in the
classroom assisted their families with the classroom presentations. This allowed
students to take an active role in the education of themselves and their peers.
Additionally, their peers actively engaged when students and their families made
presentations in the classroom. Collaboration allows for students to see someone
other than the teacher as the expert, and it also allows them to see adults working
cooperatively to enhance their learning experience.
Educational Practice
The success of the use of multicultural literature with students in this study
warrants consideration of the potential impact of its expanded use within and across
grade levels. This study demonstrated that students from diverse backgrounds engage
with multicultural literature through conversations, written responses, and through
book selection and sharing. If more educators were to begin using multicultural
literature with students at an earlier age and continue to incorporate it throughout the
child’s academic career, there are potential benefits to be gained. The benefits
116
include but are not limited to increased student: engagement, understanding, and
academic achievement.
The potential benefits of teachers using multicultural literature are numerous.
Increased student engagement is just one of those benefits. Research has
demonstrated when students are able to relate to the literature, they are more likely to
engage in the learning process (Smith, 1995; Conchas; 2001; Howard, 2001; Hefflin
& Barksdale-Ladd, 2001; and Hefflin, 2002). Exposure to multicultural literature
can also increase students’ understanding of curricular content (Hefflin). The use of
multicultural literature allows students to tap into their personal knowledge base, and
utilize this knowledge to interact with and understand the classroom curriculum.
Engagement and understanding are linked to the benefit of academic achievement.
Students desire to know and understand what is happening in their academic and
personal environments (Guthrie, 1996). When students have a better understanding
of what is occurring in the classroom, they are more likely to engage in academic
activities. Likewise, when students are engaged in schooling, they are more likely to
achieve higher levels of academic success (Finn & Panozzo, 2004; Fredericks,
Blumenfield, and Paris, 2004; Klem & Connell, 2004; Rimm-Kaufman, et al., 2005)
Another implication related to practice is the benefit students receive when
multicultural literature is used in their classrooms. This study demonstrated that
when teachers and others in the school setting are willing to use multicultural
literature, students are apt to engage in the learning process. The use of multicultural
literature as a regular practice in education has the potential to engage the diverse
117
students, who often seem to be disengaged from school. Research by the U.S.
Department of Education National Center for Education Statistics (2007) shows that
between October of 2003 and October of 2004, five out of every 100 students in
grades 10 to 12 dropped out. 20.7% of the children identified as dropouts qualify as
being diverse students based upon their ethnicity. It is possible, that the percentage
of diverse students who are dropping out is even greater, due to the fact that the
Department of Education does not include culture and language as identifying
characteristics of students. The practice of using multicultural literature could
greatly benefit these students, and help to reverse this trend. If educators are able to
actively engage students in the classroom, they are more likely to keep them in
school, and lower the dropout rate.
Collaboration with Parents
The role of parents as partners was another consideration raised by this study.
“Parent involvement is now recognized as one of the most critical factors influencing
student achievement (Lazar et al., 1999). Research has shown that parental
involvement in schools has a positive impact on students (Ferrara & Ferara, 2005;
Jeynes, 2005; Hoover-Dempsey & Sandler, 1997). Participants in this study at Davis
Elementary demonstrated that this was not only true for the child whose parents
volunteered in the classroom, but for the other students as well. When parents were
allowed to serve as the teacher and share their knowledge base with students through
presentations of religious and cultural celebrations, this encouraged engagement
throughout the classroom.
118
If parents are to partner with their school community, it is important that
they are allowed to participate in meaningful ways. Providing parents opportunities
to actively contribute to the educational enrichment of the classroom benefits both
their child and other students in the classroom as well. This was demonstrated in this
study as students actively participated in conversations during parental presentations.
Research has demonstrated that parental involvement has a positive impact on
students whose parents are involved (Hoover- Dempsey & Sandler, 1997; Ferrara &
Ferara, 2005; Jeynes, 2005). However, this study demonstrated that when parents
are empowered to enhance their child’s educational experience through participation
in the school setting, their presence could also serve to positively impact the other
children in the room as well. Student participants in this study were attentive,
engaged, and actively participated each time a parent presented in their classroom.
As research has shown (Finn & Panozzo, 2004; Fredericks, Blumenfield, and Paris,
2004; Klem & Connell, 2004; and Rimm-Kaufman, et al., 2005), there is a positive
link between student engagement (as demonstrated by students in this study) and
academic achievement.
Future Studies
Further studies on the impact of the use of multicultural literature on students
from diverse backgrounds are warranted. Although this study provides a beginning,
there are additional foci, which deserve investigation. Amongst the additional
questions worth asking is the question of whether or not diverse students across
differing grade levels engage with multicultural literature in the same way. Whereas
119
this study used an in-depth single case study, future studies might want to expand
their population for generalizability and validity. To accomplish this a multiple case
study approach with comparative samples can be utilized to ensure that perceived
practices in the use of multicultural literature are indeed the cause for enhanced
student engagement across context and student populations. Studies could examine
the impact of multicultural literature on students across the three school settings
(elementary, middle, and high school). Elementary school could be examined in
terms of primary grades (kindergarten through second) and upper elementary grades
(third through fifth). The developmental level of students may impact the way in
which multicultural literature is used, discussed, and understood. More in-depth
study across school settings (elementary, middle, and high school) could result in a
better understanding of whether or not developmental levels do impact the usage,
discussion, and understanding of multicultural literature. Further in-depth study
could also reveal whether the level of student engagement changes across school
settings and developmental levels. Results from such studies would be valuable to
determine whether there is an argument for the use of multicultural literature across
the school settings, if indeed students are engaged or against the use of multicultural
literature, if students are disengaged. If students are engaged with multicultural
literature across the school settings, this engagement could serve to increase student
performance, which could help to close the achievement gap.
An extension of the aforementioned proposed study would be to examine the
use and impact of multicultural literature on diverse students in various geographical
120
areas of the United States. While this study was conducted in an urban Los
Angeles County in Southern California, similar studies conducted around the country
would be beneficial. Expanding the sample size of comparison groups would
increase the generalizability and validity of this study. For example, a researcher
could employ a focus group or group interviews, in order to gather information from
a larger population. These methods could also serve to add richness and depth to
data collected from individual interviews. In addition, a web-based tool or mailing
could be utilized, which would assist with broadening the study to a larger
population, and to a larger demographic. This type of outreach would serve to reach
a larger and more diversified population. Information gathered from such a study
would benefit the educational community. Knowing that engagement has been
linked to student achievement, it would be important to discern whether there is a
difference across geographic regions as to how multicultural literature is used by
teachers and students, discussed, and understood. If indeed the students were more
engaged in classrooms where multicultural literature is being used, then they would
more than likely be experiencing greater academic success as well. This would
make a strong argument for the use of multicultural literature as a tool to help close
the achievement gap.
Ask almost anyone in the educational community, and they will undoubtedly
agree that at the heart of their work is the desire for all students to succeed. Research
has demonstrated time and again however that this is not what is currently happening
(Perry, Steele, & Hilliard, 2003; Bell, 2004; Sancore, 2004; Donahue, Daane, & Yin,
121
2004; Nieto, 2005). It has also shown that lack of academic achievement is an
even greater concern for students from diverse backgrounds. This is a challenge,
which has existed within education for far too long. It is past time that those in the
field of education truly examine ways to make school more engaging and successful
for all students.
Without question, there is a genuine need for continued research, which
examines the impact of the use of multicultural literature on students in the
classroom. The few studies previously conducted have focused on African
American or Hispanic students, and they have shown favorable results. Knowing
this to be the case, it is imperative that those in education continue to examine the
role of multicultural literature in the curriculum, classrooms, and school sites.
122
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Appendix A
Teacher Interview Protocol
1. How would you describe the personality of your class? Do you notice
more/less participation from any particular students or groups of students?)
Are there certain students you would say are more/less talkative/questioning
than others?
2. What is your definition of multicultural literature?
3. How often would you say you use multicultural literature in the classroom?
4. Why do you choose to use multicultural literature?
5. How do you decide which multicultural literature you will use in your
classroom? What are your criteria?
6. What do you view as the role of multicultural literature in your classroom?
7. What do you think is your responsibility as it relates to using this type of
literature?
8. What type(s) of response(s) do you receive from your students when you
share multicultural literature?
9. Thinking about your diverse students (this includes those who are ethnically,
culturally, and linguistically diverse), how would you describe the
response(s) of these students after you share multicultural literature?
131
10. What access do your students have to multicultural literature in your
classroom? What are the class book usage policies? (Take home? Class
only?)
11. Have you observed students choosing/sharing multicultural text? Describe.
12. How does multicultural literature influence literacy activities, such as writing,
discussion, and reading in your classroom?
13. Are there any observable differences in students’ participation in literacy
practices with multicultural literature, versus mainstream literature? If so,
please describe.
14. Have you observed any difference in the way your diverse students respond
to multicultural literature, compared to mainstream literature? Please
describe.
132
Appendix B
Librarian Interview Protocol
1. What is your definition of multicultural literature?
2. How often would you say you use multicultural literature in the library with
Ms. Langston’s class?
3. How do you decide which multicultural literature you will use? What are
your criteria?
4. What type(s) of response(s) do you receive from your students when you
share multicultural literature?
5. How would you describe the response(s) of these students after you share
multicultural literature? What type(s) of engagement do you see? (Describe)
6. Have you observed any difference in the way diverse students respond to
multicultural literature, compared to mainstream literature? Please describe.
133
Appendix C
Multicultural Classroom Library Books
1
st
Biographies: Sacagawea Gleita & Thompson
1
st
in the Field, Baseball Hero Jackie Robinson Derek T. Dingle
3 Strong Women: A Tale from Japan J. & M. Tseng
A Band of Angels Deborah Hopkins
A Day’s Work Eve Bunting
A is for Africa Ifeoma Onyefulu
A Picture Book of David Adler
A Picture Book of Frederick Douglas David Adler
A picture book of Louis Braille David Adler
A Picture Book of Passover David Adler
A Picture Book of Rosa Parks David Adler
A weed is a Flower Aliki
A Williamsburg Household Joan Anderson
Abuela Arthur Dorros
Abuela’s Weave Omar S. Castneda
Afro Bets: 1
st
book about Africa (3) Veronica Ellis
Afro-American Then & Now Jane Harley
Ali, Child of the Desert Jonathan London
134
All Kinds of Families Norma Simon
Alvin Ailey A. Davis Pinkney
Amelia Earhart John Parlon
Amelia Earhart Mark D. Wade
Amelia’s Road L.J. Altman
America’s 1
st
Black Airmen Warren Haliburton
Anne Frank David Adler
Annushka’s Voyage Edith Tarbescu
Antonio’s Rainforest Anna Lexington
Ashanti to Zulu: African Traditions M. Musgrove
Aunt Harriet’s Underground Railroad Faith Ringgold
Bananas from Manolo to Margie George Ancona
Beginnings: How Families Come to Be Virginia Kroll
Best Friends E. Reuten
Black Cowboy: Wild Horses Lester
Black Frontiers Lillian Schlissel
Bloomers! (women’s rights story) R. Bloomberg
Boundless Grace Mary Hoffman
Buffalo Soldier: the story of Emanuel Stance Robert Miller
Celebrate: a book of Jewish holidays J. Gross
Celebrating Chinese New Year D. Hoyt- Goldsmith
Celebrating Ramadan D. Hoyt-Goldsmith
135
Cesar Chavez & La Causa Naurice Roberts
Cesar Chavez Ginger Wadsworth
Cesar Chavez Lola Schaefer
Cesar Chavez Lucile Davis
Cesar Chavez Ruth Franchere
Cesar Chavez: Man of Courage Florence White
Chicken Sunday Patricia Polacco
Children Just Like Me B. & A. Kindesley
China Philip Steele
Clara Barton Kids Discover
Coming Home Floyd Cooper
Count Your Way Through China James Haskins
Count Your Way Through Egypt James Haskins
Count Your Way Through Japan James Haskins
Count Your Way Through Korea James Haskins
Count Your Way Through Mexico James Haskins
Dear Benjamin Banneker A. Davis Pinkney
Dear Dr. King editor J. Culbert
Dia’s Story Cloth Dia Cha
Dirt on their Skirts: The Story of the Young Woman Who Doreen Rappaport
Diwali Chris Deshpande
Diwali T. Trueit
136
Dragon Parade: A Chinese New Year Story Chin
Elanor Everywhere: Life of E. Roosevelt Monica Culling
Elizabeth Blackwell: the 1
st
Woman Doctor Liza Burley
Elizabeth Cady Stanton Metzger & Schlank
Encounter Jane Yolen
Escape North: The Story of Harriett Tubman Monica Culling
Everyone Cooks Rice Norah Dooley
Everyone Knows What a Dragon Looks Like Williams
Explorers Dennis Fradin
Families Meredith Tax
Families: A Celebration of Diversity, Commitment Aylette Jenness
and Love
Family Pictures: Cuadros de familia Carmen Lomas Garza
Fiesta! June Behrens
Five Brave Explorers Wade Hudson
Five Brilliant Scientist Lynda Jones
Five Notable Inventors Wade Hudson
Fly, Bessie, Fly Lynn Joseph
Forgiveness: the Story of M. Ghandi Mary Logue
Freedom Like Sunlight John Thompson
G.W.C.: Scientist and Teacher Carol Greene
George Washington Carver Anna Bontempts
George Washington Carver: The Peanut Wizard Laura Driscoll
137
Grandfather’s Journey Allen Say
Grandpa’s Face Eloise Greenfield
Grandparents Around the World Dorka Rayno
Growing Up in Ancient China K. Teague
Gung Hay Fat Choy June Behrens
Happy Birthday Dr. King Kathryn Jones
Harriet & the Promised Land Jacob Lawrence
Harriet Tubman Petry
Harriet Tubman: The Road to Freedom Rae Bains
Harvesting Hope: the Story of Cesar Chavez K. Krull
Helen Keller Franklin Watts
Helen Keller Gare Thompson
Helen Keller Margaret Davidson
Hillary Rodham Clinton Suzanne Levert
Hoang Anh D. Hoyt-Goldsmith
Holiday Histories: Martin Luther King Mir Tamin Ansay
How Many Days to America Eve Bunting
How My Family Lives in America Susan Kuklin
How My Parents Learned to Eat Ina R. Friedman
I Have a Dream Margaret Davidson
I Have a Sister My Sister is Deaf Jeanne W. Peterson
I Speak English for My Mom Muriel Stanek
138
I Wonder Why Pyramids Were Built Phillip Steele
Imani’s Gift at Kwanzaa Denise B. Patmon
Ireland Lepthien
Isreal Lepthien
Jackie Robinson: 1
st
Black Major Leaguer Carol Greene
Japan D. Bailey
Japan Lepthien
Jean Baptiste Dusable Empak Heritage Kids
Journey to Ellis Island Carol Bierman
Judy Blume’s Story Betsy Lee
Just Plain Fancy Patricia Polacco
Korea Haskins
Korea Lepthien
La Boda Nancy Van Laan
La Constitucion Colman
Lifetimes: Anne Frank Franklin Watts
Lion Dancer Waters
Look at Pen C. & R. Moon
Lost Temple of the Aztecs S. Tanaka
Louis Braille (2) M. Dawson
Mahatma Ghandi Ann Heinrichs
Malcolm X & Black Pride Robert Cwiklik
139
Malcolm X Arnold Adoff
Mama Zooms Jane C. Fletcher
Mandela Floyd Cooper
Many Mclean & the St. Patrick’s Day Parade S. Kroll
Marie Curie Ibi Lapscky
Martin Luther King, Jr. Kathie Smith
Martin’s Big Words Doreen Rapport
Matthew Henson Empak Heritage Kids
Maya Angelou: Journey of the Heart Jayne Pettit
Meet MLK James T. de Kay
Mei-Mei Loves the Morning M. Tsubakikyama
Mexico P. Thomas
Mexico: the culture Bobbie Kalman
Mirandy and Brother Wind Patrick C. Missack
MLK: A Man Who Changed Things Carol Greene
Mom Can’t See Me Sally H. Alexandar
Ms. Frizzle Adventures: Ancient Egypt J. Cole
Mummies Made in Egypt Aliki
My 1
st
Book of Biographies Jean Marzollo
My Mother’s House, My Father’s House C. B. Christiansen
My Son John Jim Aylesworth
My Two Uncles Judith Vigna
140
My Very Special Sister Dorothy H. Levi
Nellie Bly: 1
st
Woman of the News Bonnie Christensen
Nelson Mandela Bobbi Katz
Nelson Mandela Gini Holland
Nobody Owns the Sky Reeve Lindbergh
One Dad, Two Dads, Brown Dad, Blue Dad Johhny Valentine
One grain of Rice Demi
Oprah Winfrey Audreen Buffalo
Pablo Remembers Dia de los Muertos George Ancon
Passover J. Behrens
Patrick T. de Paola
Phoebe the Spy Judith Berry Griffin
Pochahantas: Daughter of a Chief Carol Greene
Postcards from China Zoe Dawson
Rosa Parks Eloise Greenfield
Rosa Nikki Giovanni
Rose Blanche Roberto Innocenti
Sacagawea Judith Bloom Fradin
Sacajawea Wilderness Guide Kate Jassem
Sacajawea Kids Discover
Sally Ride June Behrens
Salt in His Shoes Delores Jordan
141
Satchel Paige Cline-Ransome
Scholastic Encyclopedia of Women in the U.S. Sheila Keenan
School Encyclopedia of Native American Indians Ciment
Sequoyah: Cherokee Hero Joanne Oppenheim
Shoes From Grandpa Mem Fox
Sim Chugn & the River Dragon E. Schecten
So Far From Sea Eve Bunting
Sojourner Truth David Adler
Squanto & the 1
st
Thanksgiving Joyce Kessel
Squanto: Friend of the Pilgrims Clyde Bulla
Squanto: The Pilgrim Adventure Kate Jassem
Squanto’s Journey Joseph Bruchac
Step Into China N. Johnson
Suffragist Kids Discover
Susan B. Anthony Helen A. Mousell
Sweet Clara and the Freedom Quilt Deborah Hopkinson
Tanya’s Reunion Valerie Flournoy
Teammates Peter Golenbock
The Always Prayer Shawl Sheldon Oberman
The Boy of the Three-Year Nap D. Snyder
The Boy Who Invented Books for the Blind M. Davidson
The City of Dragons Yep
142
The Crane Maiden Miyoko Matsutani
The Day of Ahmed’s Secret F. Heide & J. Gilliand
The Fighting Red Tails: Warren Haliburton
The Great Wall of China L. Fisher
The Great Wall of China Thompson / Overbeak
The Irish Cinderella S. Glimo
The Journey S. Hamanaka
The Keeping Quilt Patricia Polacco
The Life of George Washington Carver Aliki
The Lilly Cupboard S. Oppenheim
The Long Way to a New Land Joan Sandin
The Magic Fan Keith Baxter
The Magic Wings D. Wolkstein
The Memory Coat Elvira Woodruff
The Patchwork Quilt Valerie Flournoy
The Phillipines Lepthien
The Real McCoy Wendy Towle
The Stories Julian Tells Ann Cameron
The Story of Anne Frank Brenda Lewis
The Story of George Washington Carver Eva Moore
The story of Martin Luther King, Jr. Johnny Ray Moore
The Story of Ruby Bridges Robert Coles
143
The Story of Stagecoach Mary Fields R. Millen
The Story of Wal Dad Kristina Rodarra
The Tale of the Mandarin Ducks K. Paterson
The Two Mrs. Gibons Toyomi Igus
The Whispering Cloth Pegi Dietz Shea
Through My Eyes Ruby Bridges
Too Many Tamales Gary Soto
Treasure in the Stream: The Story of a Gold Rush Girl Dorothy T. Houbler
Tree of Cranes Say
Uncle Jed’s Barbershop Margaree K. Mitchell
Underground Railroad Kids Discover
Valley of the Golden Mummies Holub
Vanished! The Mysterious Disappearance of Monica Kulling
Amelia Earhart
Vision of Beauty Lasky
We’ll Never Forget You Roberto Clemente
When Jessie Came Across the Sea Amy Hest
When Marian Sang Pam Munoz Ryan
Who is in a Family? Robert Skutch
Who Was Harriet Tubman Y. McDonough
Who Was Mark Twain April Jones Prince
Willie Mays: Young Superstar Louis Sabin
144
Wolfgang Amadeus Mozart Y. Z. McDonough
Won the World Championship Lyndell Callan
Yoshiko and the Foreigner Mimi Otey Little
Young Jackie Robinson: Baseball Hero Edwind Farrell
145
Appendix D
Multicultural School Library Books
A Carp for Kimiko Virginia Kroll
A Country Far Away Nigel Gray
A Day’s Work Eve Bunting
A library for Juana Pat Mora
A Picture Book of Martin Luther King, Jr. David Adler
A Spoon for Every Bite Joe Hayes
A Story, a Story: An African Tale Gail E. Haley
A Weekend with Diego Rivera Barbara Braun
Amelia Mixed the Mustard Evaline Ness
Amelia to Zora Cynthia Chin-Lee
Anansi Does the Impossible Verna Aardema
Apt. 3 Ezra Jack Keats
Basho and the River Stones Tim Myers
Boundless Grace Mary Hoffman
Brothers of the Heart Joan Blos
Butterfly Boy Virginia Kroll
Canto Familiar Gary Soto
Celebrating Ramadan HoytGoldsmith
Chato and the Party Animals Gary Soto
146
Chato’s Kitchen Gary Soto
Chicken Sunday Patricia Polacco
Cinco de Mayo Maria Urrutia
Crow Boy Taro Yashima
Crowning Glory Joyce C. Thomas
Domitila Jewell Coburn
Erandi’s Braids A. Madrigal
Families: A Celebration of Diversity, Commitment Aylette Jenness
Following My Own Footsteps Mary D. Hahn
Frida Khalo Hedda Garza
Gandhi Leonard Fisher
Girls Who Rocked the World Amelie Welden
Going Home Eve Bunting
Harvesting Hope Kathleen Krull
Heroines: Great Women Through the Ages Rebecca Hazell
Hokusai D. K. Ray
How Many Days to America? Eve Bunting
How My Parents Learned to Eat Ina Friedman
Hurry and the Monarch A. O Flatharta
I Have an Olive Tree Eve Bunting
If the Shoe Fits Gary Soto
It’s Back to School We Go Ellen Jackson
147
Jamari’s Drum Eboni Bynum
La Posadas HoytGoldsmith
Let’s Eat! Beatrice Hollyer
Lon Po Po Ed Young
Lugalbanda; The Boy Who Got Caught Up in War Kathy Henderson
Magic Windows Carmen Garza
Magid Fasts for Ramadan Mary Matthews
Mailing May Michael Tunnell
Maria Molina and the Days of the Dead Kathleen Krull
Mariante’s Story Aliki
Martin’s Big Words D. Rappaport
Meet Josefina Valerie Tripp
Mr. Lincoln’s Way Patricia Polacco
Mrs. Katz and Tush Patricia Polacco
Mufaro’s Beautiful Daughters John Steptoe
My Brother Martin C. K. Farris
My Little Car Gary Soto
My Mexico Tony Johnston
Native Homes Bobbie Kalman
Night Visitors Ed Young
Now Let Me Fly Dolores Johnson
One Candle Eve Bunting
148
Pablo Remembers George Ancona
Riding the Tiger Eve Bunting
Shipwrecked! R.Blumberg
Skunk Scout Laurence Yep
Smoky Night Eve Bunting
So Far From the Sea Eve Bunting
Someday a Tree Eve Bunting
Somewhere in Africa Ingrid Mennen
Thank You Mr. Falker Patricia Polacco
The Blue and the Gray Eve Bunting
The Boy Who Drew Cats Lafcadio Hearn
The Codex Nuttall Codex Nuttall
The Flame of Peace D. N. Lattimore
The Girl Who Loved Caterpillars Jean Merrill
The Hunterman and the Crocodile B. W. Diakite
The Keeping Quilt Patricia Polacco
The Lady of Guadalupe T. de Paola
The Librarian of Basra Jeanette Winter
The Lizard and the Sun Alma Flor Ada
The Lonely Lioness and the Ostrich Chicks Verna Aardema
The Magic Menorah J. B. Zalben
The Memory String Eve Bunting
149
The Pinata Maker George Ancona
The Stories Julian Tells Ann Cameron
The Tale of Mandarin Ducks K. Peterson
The Tree is Older Than You Are Naomi Nye
The Turkey Girl Penny Pollock
The Two Mountains Eric Kimmel
Thomas and the Library Lady Pat Mora
Three Samurai Cats Eric Kimmel
Tree of Cranes Allen Say
When Africa Was Home K. L. Williams
When the Circus Came to Town Laurence Yep
Why the Sun and the Moon Live in the Sky E. Dayrell
Zzzng! Zzzng! Zzzng!: A Yoruba Tale Phillis Gershato

Abstract (if available)

Abstract For years students from diverse backgrounds have continued to achieve at rates below those of their white peers. The educational community has termed this problem the achievement gap, and they have sought for years to find methods to improve this situation. This study examined the impact of the use of multicultural literature on the engagement of students from diverse backgrounds. Researchers have linked engagement to academic achievement. Interviews, observations, and document analysis were utilized to study whether there was a relationship between the use of multicultural literature and student engagement. Interviews focused on criteria used to select multicultural literature, as well as adult perceptions of student engagement. Observations examined student engagement. Document analysis was used to examine multicultural literature and student work samples.

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Asset Metadata

Creator Moore, LaShawn Denise (author)

Core Title Exploring the promise of multicultural literature: a case study exploring the impact of the use of mulitucultural literature on the engagement of students from diverse backgrounds

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 06/19/2007

Defense Date 05/09/2007

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag diverse students,multicultural literature,OAI-PMH Harvest,student engagement

Language English

Advisor Mora-Flores, Eugenia (committee chair), Hovest, Christine M. (committee member), Ragusa, Gisele (committee member)

Creator Email ldmhu@verizon.net

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m540

Unique identifier UC177679

Identifier etd-Moore-20070619 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-508158 (legacy record id),usctheses-m540 (legacy record id)

Legacy Identifier etd-Moore-20070619.pdf

Dmrecord 508158

Document Type Dissertation

Rights Moore, LaShawn Denise

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu