Incorporating an Ethnic Studies Course

By James Ebomoyi

1. What is Ethnic Studies?

Ethnic studies includes units of study, courses, or programs that are
centered on the knowledge and perspectives of an ethnic or racial
group, reflecting narratives and points of view rooted in that group’s
lived experiences and intellectual scholarship. (Sleeter 2011)

2. Is there a need for it?

Dispels ignorance
Ellison Onizuka
Forgotten/token minority myth illustrates that Asian

Americans do not face any racial discrimination and don't

have to be treated as a minority group. (Takeda 2015)

First Asian American
Main source of knowledge: media outlets astronaut.

WOMEN'S HISTORY

Increases engagement 53% of women’s history mentions fall within

the context of family and domestic roles.
Susan B. Anthony
20% In contrast, women’s suffrage and women's
Research on textbooks in American Government and rights account for 20% of the mentions.
(Kindelan 2019)
related fields has found racial minorities and women are

given limited space, concentrated in one chapter, or seen in Women's rights

activist.
stereotypes. (Takeda 2015)

Affects culture/perception Malcolm X

It is the wrong reaction for teachers to avoid teaching Black

histories for fear of perpetuating curriculum violence.

Choosing to omit certain elements of history has the same Human rights
activist.
impact. (Jones 2020)

New meaning developed for what it means to be Black:

Not talking proper, no preppy clothes, average grades

Ominous Omission
Cycle
Qualitative and quantitative data suggest that adolescents

experience distress as a result of the acting White

accusation as it attacks one’s racial identity (Fordham &

Ogbu, 1986; Murray, 2008; Neal-Barnett, 2001). This

distress triggers a period of questioning focused on what it

means to be Black, also known as the “acting White trap.”

(Murray et. al 2012)

Equitable education
There is considerable research evidence that well designed
and well-taught ethnic studies curricula have positive
academic and social outcomes for students.
As Wallace and Allen (2008, 153) point out, "textbooks are
political statements or messages to and about the future of a
society. They function as the cultural vehicle and means of
social control." Monforti and McGlynn (2010, 309) similarly
assert that "textbooks thus become agents of socialization as
limited classroom time leads to students taking the majority
Cesar Chavez
of what they read in textbooks at face value." (Takeda 2015)

Students who identify very little with their ethnic origin tend

to achieve poorly. Civil rights activist.

Research finds that the overwhelming dominance of Euro-

American perspectives leads many students to disengage

from academic learning. (Sleeter 2011)

 (California Dept. of Education 2001) Masking the Issue
Native A
4% Women's History
Black Month
18%

Latino
1%

Additional recognition of communities of color

White usually takes the form of Black History Month and
77% Cinco de Mayo, rather than substantive curriculum
History-Social Science Framework for revision (El-Haj 2006, Lewis 2001). (Sleeter 2011)
California Public Schools
Of the 96 Americans who were named for study in
the Framework’s course descriptions, they were
77% White, 18% African American, 4% Native
American, 1 % Latino, and 0% Asian American.
(Sleeter 2011)
Fig 1: Incorporating into Schedule

Specials

Potential Solutions
40 min ELA
80 min
Social Studies
40 min

1. Bring up the topic at a faculty meeting and address the issue with the principal Science Religion
40 min 40 min

Math
80 min

St. Barnabas School Schedule

This Pie Chart provides an overview of
2. Just adding one textbook reviewer familiar with Asian Pacific American politics can the current schedule at St. Barnabas

make a significant change. (Takeda 2015)

- this will probably work for women and other ethnicities as well

Ethnic Studies
ELA
40 min
60 min
Specials
40 min

3. Determine what subjects you can shorten to make room for the course, see Fig. 1
Religion
40 min
Social Studies
40 min
Math
Science
60 min
40 min

St. Barnabas School Schedule

This Pie Chart provides an overview of a
schedule incorporating Ethnic Studies by
4. Consider a trial run (during specials/electives) where you measure the results of reducing Math and ELA by 25%

student engagement.

5. The Ethnic Studies course should center on kids doing projects on individuals from

their own race as well as individuals from other races, and women.

This could enhance students' academic confidence and give them the chance to

study and respect other races and women.

References
Murray, S. Marsheena, A. Neal-Barnett, J. L. Demmings, and R. E. Stadulis (May 2012) “The acting white accusation, racial identity, and anxiety in African American adolescents,” Journal of Anxiety Disorders, vol. 26, no. 4,
pp. 526–531. https://www.sciencedirect.com/science/article/pii/S0887618512000291

Kindelan K. (March 2019). “Where are all the women in kids' history books?” ABC News, [Online]. Available: https://abcnews.go.com/GMA/News/women-kids-history-books/story?id=61561754 [Accessed: 21 Feb 2022]

Takeda, O. (2015). A Forgotten Minority? A Content Analysis of Asian Pacific Americans in Introductory American Government Textbooks. PS: Political Science and Politics, 48(3), 430–439.
http://www.jstor.org/stable/24771573

Sleeter, C. (2011). The Academic and Social Value of Ethnic Studies. [pdf] National Education Association. Available at: <https://vtechworks.lib.vt.edu/bitstream/handle/10919/84024/AcademicSocialValue.pdf> [Accessed 19
February 2022].

Jones, Stephanie P. (Spring 2020). Ending Curriculum Violence. Learning For Justice. Retrieved January 12, 2022, from https://www.learningforjustice.org/magazine/spring-2020/ending-curriculum-violence