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Ethnic Studies Curricula in the U.S.: Why they Exist and What Research Says about their Value

Ethnic Studies Curricula in the U.S.: Why they Exist and What Research Says about their Value. Christine Sleeter International Seminar on Education and International Development: Why research matters Amsterdam, September 29 – 30, 2011 September 29, 2011. Christine Sleeter, May 23, 2011.

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Ethnic Studies Curricula in the U.S.: Why they Exist and What Research Says about their Value

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  1. Ethnic Studies Curricula in the U.S.: Why they Exist and What Research Says about their Value Christine Sleeter International Seminar on Education and International Development: Why research matters Amsterdam, September 29 – 30, 2011 September 29, 2011 Christine Sleeter, May 23, 2011

  2. Mainstream Curriculum as Euro American Studies Framework for California History-Social ScienceNamed Individuals within U.S.

  3. What is Ethnic Studies? 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.

  4. What is Ethnic Studies? Definition: 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)

  5. 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

  6. 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.

  7. Impact when designed for group under study Student achievement, as assessed by tests, comparing with control group Math in a Cultural Context (http://www.uaf.edu/mcc/) 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.

  8. Impact when designed for group under study Student empowerment, as assessed by interviews and achievement measures The Raza Studies Model: Critically Compassionate Intellectualism Increased Academic Achievement for Latino Students Academic Proficiency for Latino Students Academic Identity for Latino Students + • 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 • Student – Teacher – Parent • Interaction • Respect • Understanding • Appreciation • Centered in the Creation of • an Academic Identity + • = Raza Studies Student-Teacher • Relations Model + + Cammarota, J and Romero, A, (2006) Latino Studies Journal, and Multicultural Education Journal

  9. Impact when designed for diverse student groups 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.

  10. 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.

  11. Impact when designed for diverse student groups 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

  12. Impact when designed for diverse student groups 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

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