Cox, S., & Galda, L. (1990). Children's books: Multicultural literature.

The
Reading Teacher, 43(8), 582.
High quality multicultural childrens books are great for introducing
cultural and spreads awareness to those who are not surrounded by diversity.
While academics in core subjects is important, the consciousness of cultures
and differences nurture children and help them evolve into better individuals.
The next generation will attend school and enter the work field having
colleagues of many ethnicities and religions. The multicultural literature
books listed in the article contains details about the books illustrations,
targeted grade level, the message of the story, and a brief summary of the
book. It does not contain popular multicultural books which is great because
it exposes and introduces other new high quality books. The existence of
multicultural books is important because it reflects relatable stories of
immigrants and minority children. Representing people with different
cultures and traditions all over the world opens he eyes of children that not
one race is the same or superior. This article provides fantastic suggestions
on childrens book. It is a good resource to use when needed to find a
multicultural book intended for a specific grade level or as a lesson for a
particular theme. The books listed consist of modern day and traditional
stories which all capture the readers attention and have the power to enrich
everyones lives.
For minorities and immigrant children, these books can be a mirror
reflecting, and validating familiar cultures and experiences. (Page 1)
As our awareness of the rich diversity of our society grows, so, too, does our
need for books thats reflect the many traditions and values represented in
that society. (Page 1)
The faces and voices that populate our increasingly multicultural,
multilingual classrooms are invisible and silent in the pages of childrens

literature. As exciting as these books are, they are only a beginning. (Page
9)

Gregor, M. N., & Green, C. (2011). Welcoming the world's children: building
teachers' understanding of immigration through writing and children's
literature. Childhood Education,
87(6), 421+
As statistics continue to indicate the increase of immigrant students in
the near future, that means future educators need to be prepared to handle
cultural approaches and understanding in order to help children be
successful in academics. Statistics state that one in three children attending
a school in the United States will be an immigrant or the child of an
immigrant these numbers continue to rise. Multicultural resources and
preparation are key factors that responds to the needs of international
students. Facing immigrated students is challenging to those who have not
been exposed to many cultures and race. Teachers who lack a
comprehensive understanding of their own and other cultures can be
intimidating, which can lead to ineffective teaching strategies and disconnect
with students. Many preservice teachers who are not exposed to different
ethnicities and cultural experiences may enter the education with
unconscious bias and discrimination towards immigrants. While in the
education program, the future educators need to understand how their
world- like perspectives differ or contrast with people of other backgrounds.
It is important for teachers Statistics state that one in three children
attending a school in the United States will be an immigrant or the child of
an immigrant these numbers continue to rise. It is important for teachers to
understand immigration, what better way to introduce than the use of writing
and childrens multicultural literature books.
May be unaware that it is necessary to understand the relationship between
pedagogical approaches and culture in order to teach effectively. In addition,
teachers are affected by the changing demographics in their classrooms.
(Page 16)

In schools throughout the world, a Muslim child from Pakistan may sit next
to a Latino child from Guatemala, and behind a Chinese child from Beijing. As
immigrants, the world's children bring their languages and their cultural
identities to their new schools, where they may experience cultural
discontinuity. (Page 20)

Haddix, M., & Price-Dennis, D. (2013). Urban fiction and multicultural

literature as transformative
tools for preparing english teachers for diverse classrooms. English
Education, 45(3), 247-283
English in a diverse classroom has its challenges. As diversity
continues to spread in classrooms, future educators are being pressed to
shape their learning and teaching styles to accommodate to children who
come from different backgrounds. Having an insight on differences allows
teachers to better understand students, connect on a deeper level, and open
worldview perspectives. Focusing on culture, religion, race, economic status,
and sexual identity has become the center of discussion in the new
millennium. As diversity of lifestyles becomes acceptable, teachers have the
power within a classroom to teach students that everyone is equal and
should be accepted for who they are regardless of personal background.
Multicultural literature is a great resource to expand perspectives, especially
in an English classroom. It challenges readers and encompasses a strong
message that everyone can and should be represented. If educators are not
teaching multiculturalism, then students are limited to the knowledge and
array of differences. Educators who plan on teaching English, encounter
many literature textbooks and picture books that can shape their learning to
teach process. Imagine the impact a specific multicultural book can display
and instill in students. Seeing a reflection of characters who share similar
backgrounds help students become engaged and diversely aware. This is a
positive action because students feel comfortable in classrooms and will not

feel embarrassed or ashamed for speaking broken English. It provides a safe

learning environment for children to thrive and grow into culturally accepting
individuals.
A new generation of teachers who need experiences that will prepare them
to acknowledge and engage multiple worldviews as they work with an
increasingly diverse population of students encompassing arrange of racial,
cultural, linguistic, sexual, and economic identities. (Page 253)
Many researchers have explored the positive outcomes on students'
interests and engagements while reading multicultural and urban texts
where they see their race and cultures represented. (Page 260)
Reading and reflecting on multicultural and urban literature can provide
opportunities for preservice teachers to examine their own social
locations in relationship to those they view as culturally, racially, and
linguistically different. (Page 271)

Hill, T. J. (1998). Multicultural children's books: An american fairy

tale. Publishing Research Quarterly, 14(1), 36-45.

This article discusses the importance and production process of childrens

multicultural books. Providing details and processes on determining what all
should be conveyed in the book. Publishers ensure the content is of high
quality and creates a lasting impression on readers. It then goes on into the
root of the topic: the importance of multicultural books. Presently,
multicultural books are slowly emerging, but mainly by non-white authors.
They recognize a trend in representing differences and using these books as
resources in Education. Overall, Multicultural books are a necessity in todays
society. These types of books are important in classrooms because It teaches
children to be culturally aware and appreciate differences. The topics relate
to childrens lives, reading a book that is relatable makes them feel included.
Many children are being raised by non-traditional families, or have a family
member with a disability. The article highlights researches about content and
further detail about the process of publication and processing multicultural
childrens literature books. The research is to draw attention and provide
literature that is relatable for children of all cultures. Doing so, allows
children to better understand differences and appreciate diversity. Large
chain, small bookstores, librarians, and educators are outlets have a platform
to introduce multicultural literature to educate those who are looking for
books that value cultural diversity.
Culturally conscious material presents children with accurate, nonstereotypical depictions (Cox and Galda 1990). The literature instills pride in
children of the same ethnicity by validating and affirming cultural attributes.
(Page 1)
Culturally conscious books make children of all ethnicities aware that history
was written by the dominant group and alert them to oppression in history

and the present (Carlson 1972; Edman 1966; Harris 1990b). This literature
also gives children an appreciation of the contributions of many cultural
groups (Henderson 1991).

Kass, B. (2007, June 14). Multicultural Books Bring the World to Your Child.
Retrieved November
20, 2016, from [Link]

Childrens multicultural literature books can be broken down into two

categories: Culturally general and culturally specific. Culturally general books
is described as the typical American plot and theme, the only difference is
having characters with Asian or Latino names. Regardless of the names, the
impact of the story is the same. Children who read this type of multicultural
book are able to relate and reflect within themselves that they do the same
things as the Asian or Latino characters in the story. As for generally specific
multicultural books, these can be described as books that focuses on the
culture of a specific group. Multicultural books can be used for different
lessons illuminating a particular culture to provide insight or sharing stories
that display other cultures are able to do the same things. These books are a
great resource and are intended to teach children about culture awareness.
The article provides a list of books broken down by cultural groups; such as,
African-Americans, Amish, Appalachian, Asian-Americans, Jewish Americans,
Latinos/Latinas, and Native Americans. Seeing oneself reflected in literature
legitimizes ones life and helps establish a pride of self and culture. Learning
about different lives through a window onto the world opens children up to
new ideas and greater understanding of others. What makes this article
stand out is the addition of cultures that are not typically talked about: Amish
and Appalachian it provides a more diverse outlook of multicultural books.
The world is large, but it is shrinking every day. It is not just
communications or the media that shrinks our globe, but the growing and
increasing familiarity of different cultures and different ways of life. (Page
36)
Such an inclusive definition encompasses racial backgroundof color
and ethnic background and religious background and differing physical and

mental abilities and other diverse perspectives and the world outside the
United States. (Page 36)

Seeing oneself reflected in literature legitimizes ones life and helps

establish a pride of self and culture. Learning about different lives through a
window onto the world opens us up to new ideas and greater understanding
of others. (Page 37)

Ramsey, P. G. (1998). Teaching and Learning in a Diverse World :

Multicultural Education for
Young Children. New York: Teachers College Press.
This article covers goals of multiculturalism for children. It provides a
lists of goals with details about the importance of it. It is important to instill
these into students to build character. The classroom is where children spend
more than half the day in, which means that Educators have the power to
create a foundation of understanding differences. Children need to be rooted
to their surroundings, societal roles & responsibilities, engage in multicultural
education programs instead of heavily focusing on rigorous academic
programs. Doing so, creates life experiences and worldwide perspectives
once the children become young adults in the work field. They learn to
interact with one another and be accustomed to differences. Another goal to
attain with the use of multiculturalism is to make children confident and
persistent problem-solvers. Taking different approaches learned from peers
of another ethnicity, sexual identity, and economic status, etc. helps the
individual have a better advantage in the work force and classrooms.
Connecting with others is important because it is a reflection of ones
character. Multiculturalism also teaches children to respect the world and
naturalistic surroundings. They grow to be socially aware individuals with
compassion. Teaching multiculturalism in classrooms begins with teachers
and the right resources. Educators should guide students into great problemsolvers and resistors to the contradictions and inequities of society.
The heavy and controversial issues of oppression, exploitation, and
contradictions may seem to be a world away from young children. However,
these issues permeate all our activities with young children, and, whether we
like it or not, they are learning about power and privilege in every interaction
in families, schools, and communities. (Page 5)

Children need to feel deeply rooted in our society, with strong attachments
to family, friends, and whatever groups and combinations of groups are
salient in their families' lives be they ethnic groups, extended families,
neighbors, or religious organizations and to the society as a whole. (Page
6)

The Importance of Multicultural Children's Books. (2003). Retrieved

November 16, 2016, from
[Link]
This article reiterates the importance of multicultural books. Not all
multicultural books are informative or interesting as any regular childrens
book. Finding a good criteria such as theme, setting, plot, characters, and
other literary elements are important factors to consider when presenting
multicultural books to children it should be of high quality. These books
should challenge stereotypes and promote realistic worldwide views of
diverse groups of people. Other details to look for are the representation of
groups of people, historical accuracy, authenticity, and relatable characters.
Doing so, helps children break stereotypes and bias that are presented in
their future. Following a criteria and meeting local, state and national
standards can be met with multicultural books. While these specific books
increase vocabulary, display problem-solving approaches, illuminate
imagination, and consider multiple perspectives and values, comparing
social differences and similarities helps children connect. Hearing the norms
of clothes, culture, food, and family aspects teaches children to be accepting.
The message and impressions within multicultural literature can last a
lifetime. Children have been exposed to books with stories of far-away
places, past times, and characters whose lives are not unlike their own.
Ultimately, they reflect the similarities and reflections of diverse groups of
people from around the world. Teachers should put forth effort into reading

high quality childrens literature in classrooms to promote diversity and

culture awareness.
The responsibility of adults to help children select literature that is both
entertaining and that provides children with accurate representations of all
people. Additionally, because there is such a relatively small number of
children's books about people of color, people who are gay and lesbian or
people with physical and mental disabilities. (Website)
By providing children with accurate and positive representations of the
many cultural groups that make up the community, society and the world in
which they live, books can help children learn to identify stereotypes and
biases when they encounter them. (Website)