Education K-12 M.A.

Year Approved


First Advisor

Silmser, Lisa


This thesis analyzes empirical educational data and research-based best practices with the goal of synthesizing and implementing literature instruction to garner cultural empathy and to make strides toward social justice in a high school setting. The author suggests there are significant academic and social-emotional benefits to cultural discourse, verifying the efficacy of targeted instruction. Empathy, while often viewed as a fixed component of human personality, can develop and grow if paired with culturally-responsive practices, meaningful and diverse texts, and small and large group discourse. Additionally, growing cultural diversity and racial tensions make the study and application of culturally-responsive instruction imperative to best prepare young hearts and minds for post-secondary life.

Degree Name

Education K-12 M.A.

Document Type

Masterʼs thesis

Included in

Education Commons