The Impact of Immigrant-Centered Curriculum on Racial/Ethnic Identity and Social Power Awareness in African American High School Students

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Witnessing Exclusion: The Impact of Racism, Immigration Narratives, and Book Bans on Student Identities (Table 7)

Abstract

This study explores the impact of an immigrant-centered curriculum on African American high school students’ understanding of racial/ethnic identity and social power structures. Through surveys and interviews, this mix-method research reveals significant shifts in students’ learning and perceptions. Initially viewed as biological traits, students began to recognize racial/ethnic identities as socially constructed and influenced by historical, cultural, and political factors. The curriculum also heightened their awareness of systemic exploitation of minorities and its institutional roots. These findings suggest that integrating immigrant narratives can deepen students’ critical understanding of identity and institutional power structures, fostering empathy and a commitment to social justice.

Authors

• Lijuan Shi, Bard High School Early College

• Kym Sturdivant, DC Public Schools

• Jiaxuan Zong, University of Maryland

• Alexandria Watson, Bard High School Early College

• Elizabeth Allierre, Bard High School Early College

• Ayoka Miller-Aganyemi, Bard Early College

• Regina Curley, Bard High School Early College DC