As the linguistic and cultural diversity across America’s classrooms steadily increases, educators are searching for ways to meet the needs of their students. The linguistic and cultural resources our students bring are a tremendous asset, yet our country has not been able to fully realize the potential of a diverse population. While multilingual students are often perceived to lack background knowledge, connections to school, and linguistic resources, the arts have the capacity to increase engagement, connect to diverse cultural backgrounds, and transcend language barriers. In this study, I explore the ways in which educational equity may be achieved to a greater extent for culturally and linguistically diverse students through the natural inclusivity that is embodied through the study and creation of the arts. My findings from student, teacher, and leader focus groups, student survey data, as well as a review of literature indicate that deep, authentic learning experiences through the arts could be a strong leverage point for multilingual learners to learn both language and content simultaneously by providing meaningful connections, non-English dependent instruction, and equitable representation. Yet, in many states across the nation, policies that center the importance of the arts are absent. This study explores how re-centering the arts in schools across the nation will not only allow culturally and linguistically diverse students more equitable access to education but will also enhance 21st-century learning for all students. Such a shift could change the trajectory of education in the United States.
","abstract_html":"<p>As the linguistic and cultural diversity across America’s classrooms steadily increases, educators are searching for ways to meet the needs of their students. The linguistic and cultural resources our students bring are a tremendous asset, yet our country has not been able to fully realize the potential of a diverse population. While multilingual students are often perceived to lack background knowledge, connections to school, and linguistic resources, the arts have the capacity to increase engagement, connect to diverse cultural backgrounds, and transcend language barriers. In this study, I explore the ways in which educational equity may be achieved to a greater extent for culturally and linguistically diverse students through the natural inclusivity that is embodied through the study and creation of the arts. My findings from student, teacher, and leader focus groups, student survey data, as well as a review of literature indicate that deep, authentic learning experiences through the arts could be a strong leverage point for multilingual learners to learn both language and content simultaneously by providing meaningful connections, non-English dependent instruction, and equitable representation. Yet, in many states across the nation, policies that center the importance of the arts are absent. This study explores how re-centering the arts in schools across the nation will not only allow culturally and linguistically diverse students more equitable access to education but will also enhance 21st-century learning for all students. Such a shift could change the trajectory of education in the United States.</p>","abstract_has_math":false,"creators":["Sostak, Betsy"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Geri Chesner","Dr. Kristin Lems","Dr. James Fitzpatrick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-01T08:00:00Z","date_published":"2023-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["multilingual","multicultural","educational equity","arts integration","English Learner","fine arts","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/795","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Geri Chesner","Dr. Kristin Lems","Dr. James Fitzpatrick"]},{"key":"dc:creator","label":"Author","values":["Sostak, Betsy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-02-21T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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While multilingual students are often perceived to lack background knowledge, connections to school, and linguistic resources, the arts have the capacity to increase engagement, connect to diverse cultural backgrounds, and transcend language barriers. In this study, I explore the ways in which educational equity may be achieved to a greater extent for culturally and linguistically diverse students through the natural inclusivity that is embodied through the study and creation of the arts. My findings from student, teacher, and leader focus groups, student survey data, as well as a review of literature indicate that deep, authentic learning experiences through the arts could be a strong leverage point for multilingual learners to learn both language and content simultaneously by providing meaningful connections, non-English dependent instruction, and equitable representation. Yet, in many states across the nation, policies that center the importance of the arts are absent. This study explores how re-centering the arts in schools across the nation will not only allow culturally and linguistically diverse students more equitable access to education but will also enhance 21st-century learning for all students. Such a shift could change the trajectory of education in the United States.
"]},{"key":"dc:title","label":"Title","values":["Self Portraits: How The Arts May Be the Key to Equitable And Authentic Engagement For Culturally And Linguistically Diverse Student Populations"]}]}],"canonical_facts":{"dc:contributor":["Dr. Geri Chesner","Dr. Kristin Lems","Dr. James Fitzpatrick"],"dc:creator":["Sostak, Betsy"],"dc:date.available":["2024-02-21T08:00:00Z"],"dc:description.abstract":["As the linguistic and cultural diversity across America’s classrooms steadily increases, educators are searching for ways to meet the needs of their students. The linguistic and cultural resources our students bring are a tremendous asset, yet our country has not been able to fully realize the potential of a diverse population. While multilingual students are often perceived to lack background knowledge, connections to school, and linguistic resources, the arts have the capacity to increase engagement, connect to diverse cultural backgrounds, and transcend language barriers. In this study, I explore the ways in which educational equity may be achieved to a greater extent for culturally and linguistically diverse students through the natural inclusivity that is embodied through the study and creation of the arts. My findings from student, teacher, and leader focus groups, student survey data, as well as a review of literature indicate that deep, authentic learning experiences through the arts could be a strong leverage point for multilingual learners to learn both language and content simultaneously by providing meaningful connections, non-English dependent instruction, and equitable representation. Yet, in many states across the nation, policies that center the importance of the arts are absent. This study explores how re-centering the arts in schools across the nation will not only allow culturally and linguistically diverse students more equitable access to education but will also enhance 21st-century learning for all students. Such a shift could change the trajectory of education in the United States.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/795"],"dc:subject":["multilingual","multicultural","educational equity","arts integration","English Learner","fine arts","Bilingual, Multilingual, and Multicultural Education"],"dc:title":["Self Portraits: How The Arts May Be the Key to Equitable And Authentic Engagement For Culturally And Linguistically Diverse Student Populations"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}