Fellows at the forefront: fostering cultural competence in future early childhood educators through a children’s literature research fellowship

This research examines a Children’s Literature Research Fellowship designed to enhance preservice teachers’ cultural competence by promoting diverse and authentic representation in children’s literature. Acknowledging systemic biases in teacher preparation, the fellowship aims to empower underrepresented preservice teachers – particularly those of color, LGBTQIA+ individuals, and students with disabilities – with tools to select and advocate for inclusive texts in future classrooms. Guided by the Mirrors, Windows, and Sliding Glass Doors framework, the fellowship emphasizes the role of literature in reflecting identities and fostering understanding of others’ experiences. Through participatory research and capstone projects, fellows critically reflect on stereotypes, representation, and the impact of books on young learners’ self-perception and societal views. Addressing gaps in teacher education, it offers targeted support for preservice teachers from marginalized backgrounds, further promoting advocacy and cultural responsiveness. Findings indicate that such programs can positively influence future educators’ perceptions and classroom practices, fostering more equitable, culturally sustaining classroom communities. The study also underscores the importance of innovative, student-centered, and inclusive approaches in teacher training. Given contemporary challenges to equitable education such as book bans and curriculum censorship, this research advocates for educators to become and remain committed to promoting diversity, equity, and social justice in early childhood education.