Multicultural Literature in the Classroom: Definition and Quality

Defining Multicultural Literature

Within the latter part of the twentieth century, a pattern referred to as multiculturalism acquired popularity in American education (Almerico et al., 2006). Gay (1994), in an extensive review of the most commonly used definitions of multicultural literature, identified 13 particular explanations involving the concept and noted that several factors were common across all definitions. Specifically, all definitions concurred that the content of multicultural literature ought to include:

Cultural pluralism, ethnic identities, and the unequal distribution of resources and opportunities, along with other socio-political issues arising from extended histories of oppression. Multicultural education is understood as a philosophy, a strategy for educational transformation, and a collection of particular subject matter within educational curricula (Gay, 1994, p. 3).

In her book Affirming Diversity, Nieto (2000) stated:

Characteristics of Quality Multicultural Literature

"Multicultural literature … not only challenges but also rejects racial discrimination and other forms of discrimination in educational institutions and in society, and promotes and supports pluralism — cultural, racial, linguistic, religious, economic, and gender-based, among others — that students, their communities, and teachers reflect." (p. 305)

Quality multicultural literature is structured around five distinctive features and characteristics that serve as evaluation criteria:

1) Accuracy: In terms of cultural representation, accuracy plays a crucial role in depicting an authentic picture, eliminating stereotypes, and contributing to the formation of correct perceptions. Assessment questions include: How historically accurate is the text? How culturally accurate is the text? How linguistically accurate is any non-English text? How accurately is diversity displayed in the text?

2) Expertise: Only an expert in a particular field can provide an accurate multicultural knowledge base and reliable information to readers. Assessment questions include: Do the author's qualifications, background, experiences, and prior research make him or her an expert on the chosen topic?

3) Respect: Tolerance and understanding are vital to depicting genuine respect for different cultures. Assessment questions include: Are stereotypes avoided? Is the tone and structure of the text derogatory or dismissive? Are minorities treated as equals, or does cultural imbalance explain unequal treatment?

Synthesis of Key Research Articles

4) Purpose: All quality multicultural literature must have a clearly defined purpose. Assessment questions include: What does the text contribute to the existing literature? How widely can the text be generalized?

5) Quality: The general standards applicable to all literature — logical plots, authentic settings, distinct characters, composition, and perspectives — must also be fulfilled by multicultural literature. Assessment questions include: How truthful and natural is the text? Does the text meet standards of premium quality beyond its multicultural characteristics?

Utilizing multicultural literature in the classroom has become a targeted goal in recent years as classrooms have grown increasingly diverse. While presenting educators and students with numerous opportunities to develop broader understandings of the world, the use of multicultural literature also presents challenges. The task has not only been to acquire high-quality multicultural texts; the greater challenge may be developing awareness among educators of the vital role multicultural literature plays in children's lives (Colby et al., 2004; Auther, 2007; Cai, 1998; Almerico et al., 2006).

A synthesis of these four journal articles (Colby et al., 2004; Auther, 2007; Cai, 1998; Almerico et al., 2006) reveals the growing importance of multicultural literature in modern society as a means of exposing students to positive role models throughout their academic lives, thereby shaping their values and appreciation for diverse personal life structures. This synthesis also demonstrates that, even though the importance of multicultural literature has been recognized, there remains a need to identify the most effective approaches to its application and integration within curricula. The practical application strategies discussed in the following section are directly and indirectly related to the importance of multicultural literature, as these approaches focus on the growth that multicultural literature fosters in students on a personal level — across cognitive abilities, moral standards, social standards, tolerance, and self-perception.