Literature and Information

Multicultural Role Models

It can be challenging to teach young children about conflicts of inequalities and the abstract, higher-level issues regarding gender, ethnicity, class, and race. I am encouraged that not only in my district, but nationally as well, we seem to be scaffolding and fortifying our approach to address global connections and cultural diversity in our classrooms. I agree with Morgan, “Teaching students to have multiple perspectives at a young age is likely to reduce problems involving prejudice or discrimination and is an important component of early childhood education.”⁹ I have included Morgan’s list and website compiled by various national associations advocating for educating young children and the use of culturally authentic books of high quality.¹⁰ (Please see Teacher Resources)

Some ways to check on the cultural authenticity of books is to read the jacket and notes the publisher provides about the author and the illustrator, as well as to check any critiques in journals or online. Since it can be a challenge, it may help to keep in mind these two things when searching out books for your class: cultural authenticity and equal representation. Not all books depict cultural groups accurately, and not all cultural groups have equal representation so books may be difficult to find. One of the most controversial examples in my research involves the misrepresentation of Chief Seattle, leader of the Suquamish and Duwamish people of the Pacific Northwest, and a speech that he gave in his native tongue regarding giving up Native land to early settlers. A haphazard process created an implausible product that was transcribed from notes, translated, and adapted by outsiders. There are also inaccuracies about him in a popular children’s book called Brother Eagle, Sister Sky. This award-winning book features text and illustrations that incorrectly portray the culture and message of Chief Seattle and his people due to the author and illustrator imposing their misunderstandings as well as imposing their own European American perspectives. For instance, horses are illustrated many times yet Chief Seattle was not from a horse culture (nor did he wear feathered headdresses, fringed buckskin, and live in a tipi)¹¹ and his people are transparent and ghostlike in contrast to the prominent solid European American blue eyed boy and family on the cover and at the end of the story. The illustrator actually stated that he was trying to represent all nations as most shared the same philosophy. Clearly, the visual stereotypes of Native Americans are perpetuated with these types of inaccuracies and misrepresentations. (Please see Internet Resources for a link to accurate information on Chief Seattle and the Suquamish.)

Not only are there misrepresentations of cultural role models, there is also a lack of availability of culturally authentic children’s books. For example, in Mendoza and Reese’s research, they found more copies of the book A Day’s Work were available even though it portrays a stereotypical “lazy Mexican” family perpetuating that stereotype, than the book A Gift from Papa Diego, a culturally accurate and respectful book about a Mexican family. It is important to keep in mind that publishers are a factor in the availability issue. A division of a giant publishing house produces A Day’s Work, whereas a small publishing company produces A Gift from Papa Diego. (Please see Teacher References for a great list of small multicultural publishing companies.) Along with the issue of availability, there is also the restriction of time that teachers rarely have to spend on searching and evaluating high quality and culturally authentic children’s books. Please see the lists of books and websites in the Teacher Reference section of this unit to save time.

Teaching young children about social justice through role models with whom they can identify will help them develop and appreciate multiple perspectives whether similar or different to their own. Finding literature that correctly represents cultures of those students in our classrooms provides an important and empowering mirror to perceive their richness and envisage their generosity of wealth. For instance, stories like A Gift from Papa Diego and In My Family/En Mi Familia, poems from Cool Salsa, and information about Cesar Chavez, Dolores Huerta, and Frida Kahlo enable my Latino students to make cultural connections discovering similarities of character strength within themselves. It is just as crucial to expose students to cultures differing from their own, providing a window of examination for deeper understanding and acceptance of others.

I have found that my students connect most readily with ideas and learning related to family and children, thus I would encourage consideration of including traditional and modern family structures when looking at role models within and beyond the family unit. For instance, the book In My Mothers’ House tells a simple story of a growing family of two moms and three adopted children from other countries. I find these words encouraging, “Interest has also grown in children's books with accurate, respectful portrayals of gay/lesbian people, women, people with disabilities, and religions other than Christianity.”¹² A great resource for multicultural role models is the beautiful project by photographer Marc Bushelle entitled, “The Black Heroines Project,”¹³ depicting his five-year-old daughter dressed as influential women and peace builders, with added documentation and commentary.

It is important to correctly represent all cultures reflected in and not in the classroom. Even the smallest inaccuracy can lead to cultural misunderstandings and embarrassment for anyone whose culture has been wrongly portrayed with a distorted mirror or window.

Let us be culturally enlightened teachers, knowing that anyone in our community can be ill informed, or well informed about other cultures. We can be role models in using book selections of high quality and that are culturally correct.