Cultural Awareness and Self-Discovery in a Student’s Engagement with Multicultural Literature in The Joy Luck Club

Abstract

This study explored how multicultural literature fosters cultural awareness, empathy, and identity formation through a narrative inquiry involving a freshman high school student in Palau who engaged with Amy Tan’s The Joy Luck Club. Grounded in Sociocultural Theory and employing narrative inquiry with thematic analysis, the study examined how the participant interpreted multicultural themes such as discrimination, intergenerational conflict, and hybrid identity. The findings indicated that the participant’s reflections on literary characters, particularly in the chapters “Rules of the Game” and “Two Kinds”, facilitated self-reflection, the reauthoring of personal narratives, and resistance to cultural stereotypes. The study further suggested that multicultural literature can promote empathy, intercultural understanding, and social cohesion, particularly in Small Island Developing States (SIDS), where local and global cultures intersect. Moreover, the findings highlighted the importance of integrating culturally diverse literary texts and learner-centered pedagogical approaches to support students’ socio-emotional development, cultural awareness, and intercultural sensitivity.