Can Ethnic Studies Reduce Inequality in Schools? Examining Ethnic Studies in a Southern California District

• In Event: Ethnic Studies Access, Impacts, and Empowerment in a Time of Political Opposition and Erasure

Abstract

Objectives or purposes
The study seeks to understand whether Ethnic Studies (ES) might mitigate persistent inequality in student academic and non-academic outcomes that are important for school success. Our study answers two broad research questions: (1) whether ES course-taking has positive effects in academic and engagement outcomes, particularly for students of color and subgroups where inequities exist; and (2) what insights can be gleaned from educators in this Southern California district related to how ES courses might reduce complex inequalities.

Perspective(s) or theoretical framework
ES courses typically explore subjects (e.g., history, literature) through the perspectives and experiences of under-represented minorities, with a particular emphasis on historical struggles and social movements, systemic and structural racism, stereotypes, inequality, and other challenging content (Sleeter, 2011). Often ethnic studies courses draw upon culturally relevant or sustaining pedagogical principles (Ladson-Billings, 2014), and instructional practices designed to align with the cultural experiences students have outside of school, as well as to affirm both cultural identity and critical social engagement (Sleeter & Zavala, 2020).

Methods and Data Sources
To tackle our first research question (1), our paper utilizes district administrative records to describe patterns in ES offerings and enrollment by student characteristics over the past decade. Student characteristics include race/ethnicity, EL status, income status, and other socio-economic background measures. In addition, we analyze ES participation by students’ academic performance (e.g., GPA or college-ready course-taking) or attendance (as a proxy for student engagement) prior to taking ES. Second, we examine whether there are positive relationships between ES course-taking and academic and behavioral or socio-emotional outcomes after ES.
To tackle our second research question (2), we analyze data collected through document review and interviews with district administrators. We gather district ES resources, professional development (PD) materials, policy documents, and other district and school materials and analyze them to identify the perspectives represented, and how common ES topics such as identity, intersectionality, structural racism are addressed. District interviews provide greater detail about district support and implementation. School-level interviews and classroom observations during future study phases will provide additional information about practices and strategies for engaging students around ES content.
Significance/Results
The district has provided substantial guidance to support ES implementation (e.g., curriculum guides, guiding ES principles, and online PD). The district has also provided funding to support ethnic studies curriculum material purchases. In addition, the district has engaged a broad base of community stakeholders through a task force, to develop plans, strategies, and resources to phase in the graduation requirement. The next phase of data collection from school staff will help us understand how those supports and resources have been utilized by school sites.

School districts across the country seek innovative solutions to reduce inequalities in learning opportunities and outcomes between students of color and students from lower socioeconomic status and their advantaged peers; many are adopting ES courses in an effort to mitigate these inequities. This study can help inform these policy and school-level decisions in ways that may yield benefits for historically marginalized students.

Authors

• Lucrecia Santibanez, University of California - Los Angeles

• Kyo Yamashiro, Loyola Marymount University