Ethnic Studies Curricula in the U.S.: Why they Exist and What Research

Says about their Value

Christine Sleeter

International Seminar onEducation and International Development: Why research matters

Amsterdam, September 29 – 30, 2011September 29, 2011

Christine Sleeter, May 23, 2011

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Framework for California History-Social ScienceNamed Individuals within U.S.

Mainstream Curriculum as Euro American Studies

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Ethnic studies grew from students’ desire to counterbalance the inaccuracies and predominance of Euro-American perspectives that underlie mainstream curricula. Because of this bias, mainstream curricula contribute to the academic disengagement of students of color. While White adults (who generally have not studied ethnic studies) usually view curriculum as multicultural enough, students of color very often do not.

What is Ethnic Studies?

Definition:

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Ethnic studies focuses on “the recovery of knowledge denied or submerged and on the construction of new knowledge from the perspectives of historically marginalized and powerless groups.” (Hu-DeHart, 2004, p. 874)

Indian Studies uses intellectual tools to support “finding decolonization, empowerment, and nation-building strategies.” (Mihesuah, 2003, p. 6)

Ethnic studies provides the intellectual offensive for the social and political struggle for liberation and cultural integrity. (Cortada, 1974)

What is Ethnic Studies?

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Impact when designed for group under study Literacy/Language Arts: 8 studies (2 elementary, 3

middle school, 3 high school)

Math, Science: 2 studies (1 elementary, 1 high school)

Social Studies: 5 studies (2 middle school, 1 high school, 2 university)

Kinds of impact:•Academic engagement•Academic achievement•Personal empowerment

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Impact when designed for group under study

Student engagement, as assessed by observations and interviews

Students: 12 African American elementary children

Copenhaver, J. (2001). Listening to their voices connect literary and cultural understandings: Responses to small group read-alouds of Malcolm X: A Fire. New Advocate 14 (4), 343-359.

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Student achievement, as assessed by tests, comparing with control group

Math in a Cultural Context (http://www.uaf.edu/mcc/)

Impact when designed for group under study

Lipka, J.et al. (2005a). Math in a Cultural Context: Two case studies of a successful culturally-based math project. Anthropology & Education Quarterly 36 (4), 367-385.

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Curriculum 

•Culturally and Historically Relevant

•Social Justice Centered•State Aligned

(honors alignment in most cases)•Academically Rigorous +

= Raza Studies Curriculum

Pedagogy 

•Critical Thinkers•Community Service

•Critical Consciousness• Social Transformation + = Raza Studies Pedagogy

   

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Student – Teacher – Parent Interaction

• Respect•Understanding•Appreciation

•Centered in the Creation of an Academic Identity +

= Raza Studies Student-Teacher Relations Model

 

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Academic Proficiency for Latino Students

Academic Identity for Latino Students

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Increased Academic Achievement for Latino Students

The Raza Studies Model: Critically Compassionate Intellectualism

Cammarota, J and Romero, A, (2006) Latino Studies Journal, and Multicultural Education Journal

Impact when designed for group under study

Student empowerment, as assessed by interviews and achievement measures

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Hughes, J. M., & Bigler, R. S. (2007). Addressing race and racism in the classroom. In G. Orfield & E. Frankenburg (Eds.), Lessons in integration. Charlottesville: University of Virginia Press.

Impact when designed for diverse student groups

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Bank for African Americans, and he was also the vice president for the Chock Full O’Nuts Coffee Company, which still makes coffee today.

Hughes, J. M., & Bigler, R. S. (2007). Addressing race and racism in the classroom. In G. Orfield & E. Frankenburg (Eds.), Lessons in integration. Charlottesville: University of Virginia Press.

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Democracy Outcomes

• Citizenship engagement: motivation to influence society and political structure; participation in community and volunteer service

• Compatibility of democracy and difference: recognize common values across racial/ethnic groups, group conflict can be constructive when handled appropriately, differences need not be divisive

• Perspective-taking: tendency to consider other peoples’ points of view

• Racial-cultural engagement: commitment to participating in activities that promote racial understanding

Impact when designed for diverse student groups

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Democracy Outcomes, as assessed mainly by survey research

• Ethnic studies, women’s studies courses usually have positive impact on democracy outcomes (attitudes about race)

• Cross-group interaction as part of coursework strengthens positive impact

• Impact greater on White students than on students of color• First ethnic studies course may be challenging (especially for

White students), but students who take more than one grow a lot• Since required diversity courses may be pitched toward White

students, campus also needs ethnic studies pitched toward students of color

Impact when designed for diverse student groups