Educators in the 21st century must not only use texts to facilitate the acquisition of literacy but also support students in developing attitudes of acceptance and criticality for overgeneralizations of diverse characters and cultures represented in literature. Utilizing culturally sustaining pedagogies to enhance the literacy learning of elementary age students provides teachers with an opportunity to understand students’ perspectives and orientation toward the injustices represented in multicultural texts and to facilitate discussions of advocacy for tolerance and equity in today’s society. This manuscript explores literature published in The Reading Teacher (2015–2020) regarding the integration of diverse texts in elementary classrooms (grades K‐6). Implications from the reviewed articles are used to provide practical applications for enhancing culturally sustaining pedagogies in the elementary classroom.