Results of Incorporating Multicultural and Inclusive Children’s Literature in an Elementary Classroom

Date of Award

Spring 5-14-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Aaron Peterson


multicultural, literature, inclusive, equitable, equity, intersectionality


The purpose of this qualitative action research was to provide the researcher/facilitator with meaningful reflective practices following lessons that contain intentional multicultural and inclusive children’s literature. Educational materials often contain a lack of diversity in gender identity, sexuality, age, and ability creating inequitable elementary curriculum. In order to create a more transformative instructional experience focussing on decision making, social justice, and action, the researcher aimed to include picture books that feature more than just racially diverse populations, but intersectionality. Over a four week period, throughout the reading mini-lesson (20 - 30 minutes) to ensure state standards are being addressed, the researcher presented the students with a piece of text that features multicultural and inclusive content. Following the read aloud, the students participated in a discussion and practiced standardized skills in order to develop their ideas and make connections more deeply. The lessons featured non-dominant perspectives included in text (ie. non-gender normative, non-heteronormative, non-culturally normative, non-racially normative, and non-ability normative perspectives), topics that have been historically absent from classrooms. More specifically, the researcher paid particular attention to student responses and observations in addition to a personal reflection following each lesson. The researcher analyzed trends in conversation, areas of interest, and places of conflict in the lessons in order to better address conflicting perspectives in the future.

Abstract only: No full text available.