This book shares the findings of a study of one teacher, Ann, and her eighth-grade classes of 123 readers who participated in a multicultural literature unit. A feature of the study was that the majority of the students were white--that is, the dominant culture--and studied novels representing nondominant cultures. The study's purpose was to find out what dominant-culture students learn when reading novels about people from cultures different from their own. To determine student learning and whether Ann had met her instructional goals, the book's author examined students' written work assigned during the unit. The book also reviews findings of other researchers in similar studies, discusses the teacher's role in students' learning and reading of multicultural literature, and makes suggestions for what teachers can do in their own classrooms to help students integrate personal response and social responsibility. Samples of these writing assignments presented in the appendixes include: a Book Club Organizer in which students kept notes and information about characters, setting, and theme; a Dialogue Journal in which students wrote to one another about their novels; and a Pre- and Post-Unit Survey in which students answered questions about their reading and about their novels. (Contains 74 references.) (NKA)