Latinx Parental Participation and Approval of Ethnic Studies Courses in High School

• In Event: Curricular Challenges in the Current Political Climate

Abstract

This project examines how Ethnic Studies curriculum and resources can foster critical conversations around Latinx parental involvement and approval of ES courses in K-12 education. Through the use of five interviews in two freshman English classes with an ES focus at a local high school, I analyze ES curriculum, parental emotions, and family dynamics regarding ES. These interviews compliment a three-month ethnographic project conducted within the same classrooms. Together, these findings highlight the nurturing and equitable environment made through ES curricula that increase parental involvement in schools (in traditional forms and non-traditional understandings of parental participation). Ultimately, this project seeks to insert the role of Latinx parents within policy discussions about ES courses as a high school requirement.

Authors

• Nataly A. Rincon Garcia, University of California - Los Angeles

• Dolores Inés Casillas, University of California - Santa Barbara

• Rebeca Mireles-Rios, University of California - Santa Barbara