This study evaluates how educators interpret the Multidimensional Framework for Inclusive Literature (MDFIL), a tool for evaluating and selecting multicultural literature for their classrooms. Participants self-identified as current, former/retired, or student teachers, or as undergraduates pursuing a teaching license at the time of the survey. Incorporating multicultural literature into educational settings has a positive impact on children's development. Multicultural literature fosters feelings of acceptance, cultural awareness, and empathy among students. By exposing children to diverse cultural perspectives, multicultural literature not only enhances their understanding of their own identities but also cultivates a greater appreciation of others' experiences. The benefits of multicultural literature include strengthening students' self-advocacy, enhancing engagement, and fostering connections between home and school. Increasing the diversity of literature in the classroom can address disparities in representation among educators and help ensure that diverse literature serves as a vital resource for students who may not see themselves reflected in their teachers. Overall, the study highlights the significance of diverse narratives in promoting social justice, cultural humility, and a compassionate society among young learners. Limitations include the absence of an a priori power analysis, limited demographic diversity, which constrains generalizability, and insufficient reporting of missing data and participant attrition.
Pfundheller et al. (Wed,) studied this question.
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