Ethnic Studies FAQs
These Ethnic Studies FAQs have been collected from PAUSD, the California School Boards Association, and the Association of California School Administrators. The intent in compiling responses to these frequently asked questions is to provide an accessible guide for the community.
What is Ethnic Studies?
The preface to California’s Ethnic Studies Model Curriculum states that, at its core, the field of ethnic studies is the interdisciplinary study of race, ethnicity, and indigeneity, with an emphasis on the experiences of people of color in the United States. It emerged to both address content considered missing from traditional curriculum and to encourage critical engagement with a focus on the traditional Ethnic Studies first established in California higher education, which has been characterized by four foundational disciplines: African American, Chicana/o/x and Latina/o/x, Native American, and Asian American and Pacific Islander studies. (Pg. 3)
What is the goal of an Ethnic Studies course:
PAUSD’s Ethnic Studies course aims to further students’ knowledge of who they are and from where they come. The course enhances student connections to each other and their larger communities while realizing their potential to become active and inclusive members of society.
The goal of Ethnic Studies is to empower students to engage socially, politically, and build critical thinking skills that encourage inquiry. Through these studies, students should develop respect for cultural diversity and see the advantages of inclusion.
Is Ethnic Studies Required?
The state legislation has officially approved AB 101, with the Governor signing the new bill into law on October 12, 2021. This makes Ethnic Studies a graduation requirement in California, where districts are now required to develop and offer an Ethnic Studies course by 2025-26 and include an Ethnic Studies course as a graduation requirement by 2029-2030.
What is the California Model Curriculum for Ethnic Studies?
A model curriculum is a guidance document that provides support to teachers and administrators in developing courses and/or instructional content in a specific topic area. It is not a complete classroom curriculum or instructional materials; it is intended as a resource. A model curriculum is similar to a curriculum framework but with a specific focus. The César E. Chávez model curriculum is an example of a model curriculum that was previously adopted by the State Board of Education.
CDE Ethnic Studies Model Curriculum FAQs
What are the benefits of taking Ethnic Studies?
The sooner students see themselves in the curriculum the more likely they are to engage, which potentially offers a number of benefits and future opportunities.
Beyond the benefits of learning about the history, culture, and experiences of Communities of Color, researchers at Stanford University found that SFUSD’s Ethnic Studies courses helped high school students increase their educational outcomes, attendance and likelihood of postsecondary enrollment. The research found that students’ taking an ethnic studies course:
- Increased 5 year graduation rate by 15 percentage points (from 75% to 90%)
- Reduced unexcused absences by 5-7 percentage points
- Increased credits earned in high school 2, 3 and 4 years later
- Increased post-secondary enrollment 5 and 6 years later by 13.4 and 14.9 percentage points respectively.
This study confirms the positive student/family feedback and evidence Ethnic Studies teachers and supporters have seen firsthand for years.
What does the research say? Why do supporters advocate for Ethnic Studies?
Supporters maintain that ethnic studies improve student outcomes, critical thinking, self-esteem, and student engagement while increasing connections between students of different backgrounds. One of the leading papers on ethnic studies, The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum, indicates that participation in ethnic studies can reduce dropout rates and improve student achievement and that “culturally relevant teaching, when implemented in a supportive, high-fidelity context, can provide effective support to at-risk students.” Quoted from the California School Boards Association. (pg 3)
For additional research:
Why is PAUSD offering this class to 9th-grade students when many of these topics are so complex?
By affirming the identities and contributions of marginalized groups in our society, Ethnic Studies helps students see themselves and each other as part of the narrative of the United States. This helps students see themselves as active agents in the interethnic bridge-building process we call American life. Ethnic Studies helps bring students and communities together. This does not mean glossing over differences, avoiding difficult issues, or resorting to clichés about how we are all basically alike. It should do so by simultaneously doing three things:
(1) addressing racialized experiences and ethnic differences as real and unique;
(2) building greater understanding and communication across ethnic differences; and
(3) revealing underlying commonalities that can bind by bringing individuals and groups together.
Ethnic studies is designed to benefit all students. Ethnic studies scholar Christine Sleeter posits, “rather than being divisive, ethnic studies helps students to bridge differences that already exist in experiences and perspectives,” highlighting that division is antithetical to ethnic studies. Her study of the research on ethnic studies outcomes found that instruction that includes diversity experiences and a specific focus on racism and other forms of bigotry has a positive impact, such as “democracy outcomes” and higher-level thinking.
CDE Ethnic Studies Model Curriculum
Critical Race Theory: Is the Ethnic Studies model curriculum based on this theory?
The short answer is “No”.
Although the course may deal with history (which can intersect with race and law), it is not based on Critical Race Theory, which is a graduate-level law course that takes a deeper dive into a number of policies from a legal lens. The PAUSD Ethnic Studies course is based much closer to the culturally responsive teaching model where the student’s identity and perspective take center stage.
Culturally responsive teaching works to connect a students' cultures, languages, and life experiences with what they learn in school. Examples of Culturally Responsive Teaching usually include embracing multiculturalism in the classroom, differentiated instruction for diverse learners, encouraging open communication, building strong relationships with/among students, and reflecting on personal bias & assumptions.
How will the Ethnic Studies course address current global events, including issues involving Israel and Palestine, including issues involving Israel and Palestine?
Current event issues, such as the Israel-Palestine conflict,, such as the Israel-Palestine conflict, are not currently a part of the formal Ethnic Studies curriculum. However, as events do take place, teachers may exercise their professional judgment to include such events as a part of classroom discussion .to the extent that it furthers the purpose of Ethnic Studies: to engage socially, politically, and build critical thinking skills that encourage inquiry. The teacher will draw upon their training and instructional practices to appropriately facilitate the discussion so that students feel safe, rather than promote a specific political point of view. to the extent that it furthers the purpose of Ethnic Studies: to engage socially, politically, and build critical thinking skills that encourage inquiry. The teacher will draw upon their training and instructional practices to appropriately facilitate the discussion so that students feel safe, rather than promote a specific political point of view.
The District’s Board Policy regarding Controversial Issue, BP 6144, is instructive here:
“The PAUSD Board of Education believes that students should have opportunities to discuss controversial issues which have political, social or economic significance and which the students are mature enough to investigate and address. The study of a controversial issue should help students learn how to gather and organize pertinent facts, discriminate between fact and fiction, draw intelligent conclusions and respect the opinions of others. The Board expects administrators and teachers to exercise professional judgment when deciding whether or not a particular issue is suitable for study or discussion. They shall consult with the Superintendent or designee as necessary to determine the appropriateness of the subject matter, guest speakers, and/or related instructional materials or resources. The instruction shall not reflect adversely upon persons because of their race, ethnicity, national origin, sex, sexual orientation, gender identity or expression, disability, religion, or any other basis prohibited by law. The Board also expects teachers to ensure that all sides of a controversial issue are impartially presented, with adequate and appropriate factual information. Without promoting any partisan point of view, the teacher should help students separate fact from opinion and warn them against drawing conclusions from insufficient data. The teacher shall not suppress any student’s view on this issue as long as its expression is not malicious or abusive toward others.” (Board Policy 6144) ”
- 2014 Adopted Controversial Issues Board Policy 6144
- 2019 Proposed Controversial Issues Board Policy 6144
- PAUSD Board Policies and Administrative Regulations
The District understands that teachers must equip themselves with the requisite skills, deep content knowledge, social-emotional learning, and strong classroom management practices so that students feel safe when navigating conversations regarding current events. It also requires a commitment from the school community, including parents, to support such conversations even when it prompts discomfort. The District understands that teachers must equip themselves with the requisite skills, deep content knowledge, social-emotional learning, and strong classroom management practices so that students feel safe when navigating conversations regarding current events. It also requires a commitment from the school community, including parents, to support such conversations even when it prompts discomfort.
How will Ethnic Studies address current issues involving Israel and Palestine?
Current events such as topics involving the current Israel-Palestinian conflict are not formally a part of the Ethnic Studies curriculum. However, to the extent an instructor should choose to incorporate current events, instruction will follow PAUSD Board Policy 6144 (referred to above) in accordance to addressing controversial topics. The intention of addressing controversial topics is to promote inquiry and address them objectively with sensitivity and care to ensure the intellectual and emotional safety of all students.
Is PAUSD adopting a Liberated Ethnic Studies curriculum for this course?
No. PAUSD is utilizing the State’s model curriculum, which does not use a liberated ethnic studies framework and was adopted by the State Board of Education in March 2021.
What resources were used in the development of this course?
Resources used for developing the PAUSD Ethnic Studies course originate from multiple sources. Members of the Ethnic Studies Committee have consulted neighboring school districts’ Ethnic Studies courses as well as studying resources and curricula from across the State of California. The District utilizes the State’s model curriculum, which was adopted by the State Board of Education in March 2021. This model curriculum teaches Ethnic Studies through an inclusive framework. Since 2021, and with an inclusive Ethnic Studies focus, teachers at Gunn and Paly have attended workshops and conferences offered at the county, state and national levels. Examples include, but are not limited to, the National Conference for Social Studies, the California Council for Social Studies & the Santa Clara Office of Education. In addition, PAUSD consulted with the University of California Berkeley History-Social Science Project. The Ethnic Studies committee investigated a wide range of sources, perspectives, and frameworks from across the country, to help design a course specifically to address the needs of the Palo Alto Unified School District community. The District PAUSD does not adopt a liberated ethnic studies approach to its curriculum.
Some of the resources and training included: Native American Veterans; University of Alabama; the Foundation Against Intolerance and Racism; Howard Zinn Project; New York City Department of Education; Western Oregon University; Los Angeles County Office of Education.
How were teachers prepared to ensure intellectual/emotional safety?
Ethnic studies teachers continue to be trained in pedagogy, social-emotional learning, and safe spaces where multiple perspectives are respectfully examined and discussed.