Date of Defense


Date of Graduation




First Advisor

Meghann Meeusen

Second Advisor

Jill Hermann-Wilmarth


multicultural literature, culturally responsive, representation, authenticity


Multicultural curriculum demands that the racialized, classed, and gendered aspects of our culture are made explicit to properly educate students to read not just the words on the page, but the world surrounding them. By examining the way literature is read, and how students are taught to read in the first place, any book can be effective for this purpose. Multicultural education and literacy are not issues of censoring “bad” books, but about recognizing and addressing the ways students and people are influenced by literature in how they treat and perceive others. The following research includes how to select appropriate diverse literature for classes, using the factors of representation and authenticity, along with suggestions on how to find relevant literature. Additionally included is a non-exhaustive list of suggested texts that could potentially be included in a classroom for increased visibility and positive authentic representation of students. The final sections discuss the implications for action outside of including diverse literature in classrooms, such as further pedagogical approaches, specific literary techniques, and approaches to support student development. Education is a fundamental right for students that should utilize literature that reflects the diverse population of students and teachers. Together with antiracist, culturally responsive, and queering approaches to education with diverse materials, educators can better represent marginalized students, educate their privileged students, and equip all of them together to pursue issues of equity and justice through empathy and understanding.

Access Setting

Honors Thesis-Restricted