Lau v. Nichols Revisited: Addressing Equity in Dual Language Programs for Asian Students in California

• In Event: Reconciling Erasure Within Lau: Asian and Asian American Reparations in Multilingual Education

Abstract

Objectives
This study aims to revisit the central historical premises and unfulfilled promises of the 1974 Lau v. Nichols US Supreme Court ruling to better support Asian students in dual language programs in California today. Utilizing recent data from the California Department of Education (CDE) and the American Community Survey (ACS), this study examines the interplay of race, class, and community characteristics on the availability of dual language programs (Gándara et al., 2010; Greenwood, 2023).

Theoretical Framework
We employ an intersectional-ecological framework, drawing upon Crenshaw’s intersectionality theory (1991) and Bronfenbrenner’s (1979) ecological systems theory. This framework analyzes how various school- and community-level factors shape the distribution of dual language programs statewide. It recognizes interactions and outcomes shaped by intersectional social axes of power, such as race and class, and facilitating and constraining factors across multilayered systems, including the microsystem (school and student demographics), mesosystem (communities and school-community interactions), exosystem (districts and school types), and macrosystem (historical discrimination and policy decisions) (Carter et al., 2023; Edwards, 2021; Levine & Breshears, 2019; Mink et al, 2014; Roy, 2018).

Methods
The study uses quantitative research methods, including logistic regression analysis, to explore the influence of school and community characteristics on the provision of dual language programs in California public schools. The study utilizes two main datasets: the ACS 5-Year Data (2017-2021) and the CDE data (2021-2022). The ACS data provides community-level details, including median household income and the percentage of foreign-born individuals, while the CDE data includes school-level variables such as racial composition, the proportion of students eligible for free or reduced-price lunch, the percentage of English learners, charter and magnet status, and grade levels.

Findings
The logistic regression analysis reveals that schools with higher shares of EL students are positively associated with offering dual language programs. However, a higher percentage of low-income students is generally linked to reduced odds of offering such programs, indicating critical equity issues for low-income students' access to dual language programs. The analysis also shows that a higher proportion of Asian students correlates with a decreased likelihood of offering dual language programs, particularly in very high-income schools. This finding underscores the complexity of implementing dual language programs for Asian students and highlights the need for tailored policies to address their specific linguistic and cultural needs.

Scholarly Significance
This study contributes to the ongoing discourse on educational equity and linguistic justice by examining the legacy of Lau v. Nichols within the broader context of dual language programs in California. It provides insights into the intersectional factors that influence the availability of dual language programs and highlights the challenges faced by Asian students in accessing these programs. The findings underscore the importance of continued advocacy and policy development to support the nuanced needs of Asian American students and students from low-income communities, ultimately promoting equitable access to bilingual education.

Authors

• Jongyeon Joy Ee, Loyola Marymount University

• Kenzo K. Sung, Loyola Marymount University