Journal of Research in Innovative Teaching - National University

considered in multicultural literature. Stories utilized should enrich a view of history, explore
dominant systems of power, give voice to those traditionally marginalized, and show people
taking action on social issues (Ciardello, 2004; Jones, 2004).
Effects of Multicultural Literature on Attitudes and Perspectives
In general, educators support the idea that the use of multicultural literature is one vehicle
through which teachers can give children the opportunity to experience the lives of others and
support and encourage tolerance and understanding among children. Rosenblatt (1995) believed
that books might also change attitudes toward different races. Studies with older students found
that exposure to multicultural literature positively affects students’ attitudes toward race and
ethnicity, self-esteem, and academic achievement across subject areas (Dressel, 2003; Wham,
Barnhart, & Cook, 1996). However, because the perceptions of people different from themselves
are learned and developed in the preschool and primary grades, more research is needed on the
use of multicultural literature with elementary-age children. The findings from limited research
conducted with elementary students exposed to multicultural storybooks tends to support a
positive change in attitudes toward differences (Macphee, 1997; Vasquez, 2004).
Methodology
To answer the research question as to whether student perspectives of diversity and tolerance
toward others different from themselves was altered as a result of being read aloud multicultural
books, a critical ethnography study was conducted. The research study received approval from
the Aurora University Institutional Review Board in 2005. The study was positioned as an
investigation of everyday read-aloud school experiences of students in one fourth-grade
classroom and an interpretation of the effect of those experiences.
The self-contained, fourth-grade classroom used in this study was in an elementary
school within a large urban school district with a diverse student population. The ethnic diversity
of the students in this class was 59 percent Caucasian, 25 percent Hispanic, 12 percent Middle
Eastern first generation immigrant, 12 percent Eastern European immigrants, 4 percent Asian
first generation immigrant and 4 percent Native American. Four of the students were classified
as English Language Learners (ELL) and two students were identified as special education
students with active Individual Education Plans (IEPs).
Twice a week, the teacher read aloud picture books and engaged the students in
conversations about the books and their reactions to the books. The reading and the subsequent
conversations were audio-taped and video-taped to explore the perspectives of the students
during and after having these series of books read aloud to them. Students’ written journal entries
were also utilized as a data source. The read-aloud session followed the same format for each
visit. During the read-alouds, students and the teacher stopped throughout the story to discuss
their understanding and reactions to the text using partner “turn and talk” and whole-group share
formats. Depending on the story, students shared a connection they had, a wondering or question,
an inference, and their reactions to content, characters, and the author's message. Throughout the
readings and at the end of the readings, the students wrote in reader workshop journals. On the
other three days of the week during the reader’s workshop time, the class participated in teacherled
book talks and book clubs. Books read aloud were left in the classroom and students had the
opportunity to reread them or explore issues of importance to them within those books.
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