A Necessary Pairing: Using Research to Reinforce the Connections Between Academic Outcomes and Ethnic Studies Curricula

• In Event: 31.040 - Critical Ethnic Studies Praxis in an Age of Expansion

Abstract

As critical race theorists, who consider themselves scholar activists, the authors assert that the goal of racial justice can only be achieved through community empowerment (Yosso, 2005). Building on the works of Sleeter (2005) and Hobbel and Chapman (2010) the authors utilize data from a 9th grade Ethnic Studies pilot program and share examples of their participation as scholar activist in the Ethnic Studies Movement and to address the historical and ongoing tension between academic standards and multicultural education for social justice. The data analysis includes data from 225 ninth-grade students across seven class periods, four classes in Spring 2017 and three classes in Fall 2017. Material documents included: the course syllabus, course approval documents submitted to the school district, A-G approval proposal that was submitted to the University of California Office of the President, and 34 course assignments with the assignment instructions. In Spring 2017 data were collected from focus group interviews with 15 students, three parent interviews. Student (n=53) and parent surveys (n=5) were conducted in Fall 2017 to increase the number of voices from students and parents. Additionally, data were collected using a pre/post-test evaluation instrument, which was designed to reflect the overall course objectives, Ethnic Studies NOW curriculum, and the specific content and skills from each of the seven course units.

The Spring 2017 analysis showed that the curriculum had a very strong impact on student behavior and critical consciousness, but several of the overall course objectives and unit objectives could not be documented. In consultation with the researchers, the Ethnic Studies teachers used the Spring 2017 analysis to refine the curriculum by eliminating assignments and changing assignments to align with the Common Core State Standards and National Council for Social Studies standards. A semester later (Fall 2017), the data analysis showed that the students were producing work that fully aligned with the ICC approved curriculum; therefore, it reflected academic, college-ready standards. Importantly, the Fall 2017 pre/post assessment data demonstrated student academic growth across all five areas of the assessment.

In this paper, the researchers discuss how their work as scholar activists in the San Diego Unified School District Ethnic Studies pilot program served to document programmatic success, support curricular development, and impact professional development for K-12 Ethnic Studies curriculum. The authors address the false dichotomy between academic outcomes and multicultural education for social justice curricula. The authors assert that Ethnic Studies programs not only focus on behavioral and psychological outcomes, but include academic outcomes. Moreover, the authors contend that targeted and aligned curricular evaluation is critical to preserving the strength of the movement as a racial justice project.

Author

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