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The 21st-century American classroom is a melting pot of cultural and ethnic diversity. As classroom populations move from being homogenous to heterogeneous, it is the teacher’s responsibility to “forge a sense of interconnectedness and community within this diverse student population so that the resulting classroom community is an inclusive one pervaded by attitudes of open-mindedness and mutual respect” (Stallworth, Gibbons, & Fauber, 2009, p. 478). Unfortunately, many teachers feel underprepared to make confident decisions when selecting multicultural reading material for their classrooms (Bishop, 2003). Selecting multicultural literature for the classroom is very similar to selecting traditional pieces. Teachers must consider age-appropriateness, writing quality, relevance to the students, accuracy, believability of the characters and plot, and interest level of the story (Landt, 2006). While there are multiple sources online to guide teachers in selecting appropriate literary pieces for their classrooms, below are some of my favorite selections based on grade level and age-appropriateness.
Primary Children’s Books
Keats, E.J. (1999). A Whistle for Willie. New York City, NY: Scholastic.
Ezra Jack Keats is a well-known writer and illustrator. His books follow a little boy named Peter as he solves various problems–in this case, he’s trying to whistle. Peter is an African American boy, and the illustrations in the book reflect his cultural heritage.
Khan, H. (2015). Golden Domes and Silver Lanterns. San Francisco, CA: Chronicle Books.
This is a lovely picture book that uses vivid illustrations and culturally appropriate vocabulary to teach kids about colors. Women wear hijab, the men wear kufis, and both Ramadan and Eid are mentioned. It’s a beautiful book that introduces Islam and Middle-eastern culture to young audiences. The last page includes a vocabulary list for all the new words.
Lin, G. (2007). Lissy’s Friends. New York City, NY: Viking Publishing.
This is a wonderful to book to get children thinking about how they might feel in Lissy’s situation. Lissy is a new student in her school and doesn’t have any friends. There is no mention of her culture–just that she is lonely. The story follows Lissy as she creates origami friends and how, by the end of the story, she is accepted by her peers. The book includes some origami paper and directions on how to fold a crane
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Paye, W. (2005). Head, Body, Legs: A Story from Liberia. Square Fish, NY: Square Fish Publishing.
Paye is a traditionally trained Africa storyteller who transmitted this traditional African story about how the human body came to be. Illustrated by Margaret H. Lippert, her art represents Liberia story quilts. The story is funny and enjoyable for young readers, as Paye takes them on a journey of how all the parts of the human body must work together for a common goal.
Ada, A.F. (1995). My Name is Maria Isobel. New York City, NY: Atheneum Press.
This is another story about trying to fit in and being accepted for who you are: Maria is a new girl in school and her teacher insists on changing her name to Mary to make it easier. Maria takes great pride in her name and its heritage. The story follows her as she struggles to regain her sense of self and cultural pride.