Date of Award
5-9-2026
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Literacy
Capstone Instructor
Timothy Hasser
Second Reader
Theresa Marty
Keywords
Diverse literature, empathy, perspective-taking, social-emotional learning, literacy instruction
Abstract
This Capstone Paper examined the role of diverse literature in supporting the development of students’ empathy across educational contexts. While literature had traditionally been used to build reading skills, its function in fostering social-emotional learning (SEL) had become increasingly significant in diverse classrooms. A review of 15 quantitative, qualitative, and mixed-methods studies spanned primary through university settings across the world, including the United States, Kazakhstan, India, Canada, Israel, and Korea. These studies provided consistent findings across varied cultural, linguistic, and socioeconomic populations, although some may have not been as reliable due to the complex nature of empathy. The research demonstrated that diverse texts prompted empathy by exposing students to a range of identities and experiences, supported deeper comprehension through perspective-taking, and encouraged socially just attitudes and inclusive behaviors. Additionally, effective instructional strategies such as structured discussions, thematic units, multimodal activities, and interactive read-alouds were identified as essential for maximizing student engagement with diverse perspectives. The findings of this Capstone Paper underscored the importance of intentional text selection and pedagogy in fostering both literacy and social-emotional development. Overall, this Capstone Paper highlighted diverse literature as a critical, research-supported practice that advanced empathy, strengthened literacy skills, and prepared students for meaningful participation in an increasingly diverse society.