If educators want to create a learning environment that promotes authenticity, empathy must be embedded into instruction. This requires students to understand intersectionality and acknowledge discrimination, condescension or oppression, open or hidden, macro or micro, that people experience day-to-day. In this article, the authors define empathy, present a foundational ideology, and provide examples of children's and young adult literature that promotes student interaction, learning empathy skills, and awareness of intersectionality and authentic identity. Additionally, the authors discuss two common approaches to empathy, shared emotional response and perspective-taking.