"Sometime We are Fake:" Ethnic Studies, Trust and Racial Minorities

• In Event: Relationality, Engagement, and Asset-Based Pedagogies

Abstract

Racial minorities report low levels of trust entering 9th grade. The study seeks to examine the extent to which ethnic studies can help rebuild trust for youth of color entering secondary education. Theoretical frameworks used to guide this study include both Critical Race Theory Relational Trust. This study employed a mixed methods design using quantitative data to measure course competence, while qualitative data was used to measure student trust and competence as well. Participants enrolled in 9th grade ethnic studies course report high levels of student trust. This study remains the first to document the relationship between Ethnic Studies and student trust for racial minorities. Student trust levels hold implications for college enrollment rates, academic performance and student engagement.

Authors

• Ramon Stephens, University of California - San Diego

• Dolores Lopez, University of California - San Diego

• Kirk D. Rogers, University of California - San Diego

• James Crawford, University of California - San Diego

• Thandeka K. Chapman, University of California - San Diego

• Makeba Jones, University of California - San Diego