Elementary Teachers’ Perspectives on the Use of Multicultural Literature in Their Classrooms

Geraldine Mongillo,Karen F Holland

doi:10.20360/g2mp4g

Abstract

This qualitative study set out to determine how multicultural literature was used and perceived by US elementary school teachers, and how the beliefs of teachers shape perceptions, selection, interpretation, and the teaching of multicultural literature (Ketter & Lewis, 2001).Twenty-six (26) elementary school teachers across the country responded to this study. An invitational email with a web-survey hyperlink was utilized. Variables pertaining to participant background, definition, selection acquirement and application of “multicultural” literature, the elementary school community and district mandates were addressed in the web survey. Findings revealed that all participants used multicultural literature sometime during the school year. The majority of participants were Caucasian females teaching in suburban schools, which did not have a mandated multicultural curriculum. Regardless of mandates, the majority applied a “narrow” definition for multicultural literature using the words “cultural”, “race,” and “nationality.” Other findings indicated that elementary school teachers used multicultural literature more frequently when they had strong administrative support, regardless of their students’ or their own ethnicity.

Highlights

This qualitative study set out to determine how multicultural literature was used and perceived by US elementary school teachers, and how the beliefs of teachers shape perceptions, selection, interpretation, and the teaching of multicultural literature (Ketter & Lewis, 2001).Twenty-six (26) elementary school teachers across the country responded to this study
I wanted to tell the story, but when I presented this question to educators and friends, few knew of him
Analysis of the data revealed the following trends related to this study of elementary school teacher perspectives on the use of multicultural literature in their classrooms: (1) Strong support for multicultural education by elementary school administrators encourages reading of multicultural literature in schools; (2) Mandating multicultural education does not always increase the reading of multicultural literature in elementary schools, and; (3) Administrators involved with mandates may limit the use of multicultural literature by promoting close adherence to curriculum for multicultural literature selections

Summary

Introduction

This qualitative study set out to determine how multicultural literature was used and perceived by US elementary school teachers, and how the beliefs of teachers shape perceptions, selection, interpretation, and the teaching of multicultural literature (Ketter & Lewis, 2001).Twenty-six (26) elementary school teachers across the country responded to this study. Variables pertaining to participant background, definition, selection acquirement and application of “multicultural” literature, the elementary school community and district mandates were addressed in the web survey. Regardless of mandates, the majority applied a “narrow” definition for multicultural literature using the words “cultural”, “race,” and “nationality.” Other findings indicated that elementary school teachers used multicultural literature more frequently when they had strong administrative support, regardless of their students’ or their own ethnicity. I wanted to learn about the ways in which multiculturalism was defined and addressed in schools, which instigated the questions guiding this research study: “How are teachers addressing multicultural issues in their classrooms, and how do elementary teachers select multicultural literature to use in their classrooms?” To begin, one must understand the meaning and intent of the term multicultural. Even among scholars who define themselves as working in the field of multicultural education there is a wide range of thought and activity that often confounds attempts to define a common purpose, or any meaningful expression of political solidarity among its avowed supporters toward social justice (p. 36)

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