Abstract
The purpose of this study is to examine how multicultural children’s literature can be used to implement a social and emotional learning curriculum. This study highlights sixth grade students in the central valley of northern California where students may not be exposed to multicultural education.This mixed methods study utilizes quantitative and qualitative data to examine student’s academic, social, and emotional progress. Themes emerging from this study include multicultural education, culturally relevant literature, academic competency, social and emotional learning, multicultural children’s education, and classroom relationships.