The student demographic in United States public schools is becoming increasingly diverse. Yet, the curriculum used in classrooms throughout the country remains largely Euro-centric. Despite research confirming that the use of culturally relevant literature can increase engagement and academic achievement, most historically marginalized students are exposed to only a small percentage of books, if any, that are relevant to their culture. Furthermore, a lack of professional learning opportunities focused on culturally relevant literature and its benefits to young children prevents teachers from understanding how to effectively incorporate authentic and relevant cultural resources.

This qualitative study, conducted in a rural school in Southwest Florida, examined two Head Start teachers' evolving understandings of culturally relevant literature and its uses with their students. During the 2015-2016 school year, the two teachers participated in a professional learning community that included discussions of scholarly literature and the implementation of culturally relevant texts with children.

Data analysis indicated that while the teachers developed some knowledge of culturally relevant literature when they discussed research articles about it, they did not fully understand its benefits to students until they were able to use the books in their classrooms and observe their students' responses.

The results of this study emphasize the importance of utilizing culturally relevant literature in the Head Start context. Also, data reveal the need to provide more collaborative and job-embedded professional learning opportunities for both pre-service and in-service teachers that focus on culturally relevant literature and its benefits for marginalized students in the early childhood setting.