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This autumn, all high schools in California were scheduled to provide ethnic studies — a one-semester course centered on the challenges and achievements of underrepresented groups.
However, the class seems to be on hold, at least temporarily, following the state budget’s exclusion of funding for it and the growing politically divided environment reducing some districts’ interest in anything that suggests controversy.
At this moment, it’s a mix of progress and setbacks. Some school districts have already introduced the course, while others are using the present situation as an excuse to delay its implementation,” said Albert Camarillo, a Stanford history professor and founder of the university’s Center for Comparative Studies in Race and Ethnicity. “However, I remain optimistic. This struggle has been ongoing for a long time.
California passed the ethnic studiesmandate introduced in 2021, after years of discussion and refinement of the curriculum. The course was designed to center on the cultures and histories of African Americans, Asian Americans,Native Americansand Hispanics, all of whom have experienced discrimination in California. Thestate’s curriculumalso promotes schools to incorporate extra classes tailored to their student demographics, such as Hmong or Armenian.
The requirement for high school graduation would have started with the Class of 2030.
But the The state did not provide funding for the course., which meant the mandate was not yet in effect. The Senate Appropriations Committee estimated that the cost of hiring and training teachers along with buying textbooks and other materials would amount to $276 million. Some school districts have utilized their own funds to train educators and have begun offering the course regardless.
Accusations of antisemitism
Meanwhile, conflicts have arisen throughout the state regarding who and who is not represented in the curriculum. Some ethnic studies teachers have included lessons on theGaza conflictand implemented additional changes proposed by a group of educators and activists known as theLiberated Ethnic Studies Model Curriculum Consortium. This has resulted in allegations of antisemitism across numerous school districts.
Antisemitism has been increasing across California, not only in schools. Across the state, anti-Jewish hate crimesrose 7.3%last year, as reported by the California Department of Justice. In Los Angeles County, incidents of hate crimes—such as slurs—targeting Jewish individualsrose 91% last year, to the highest number ever documented, according to the county’s Commission on Human Relations.
Those figures influenced a pair of lawmakers topropose a billtackling antisemitism within California’s public schools. Assembly Bill 715, which is now moving toward Gov. Gavin Newsom, aims to strengthen the process for handling discrimination complaints in schools and establish a state-level antisemitism coordinator to ensure school compliance.Another bill, which ceased to exist, would have directly tackled antisemitism in ethnic studies courses by imposing limitations on the curriculum.
‘On life support’
However, the delays and public disputes have had an impact. No one has documented how many schools provide ethnic studies, or how many make it mandatory, but some believe the progress has been halted.
“It’s already on life support, and this could be the final blow,” said Tab Berg, a political advisor from the Sacramento region.
Berg has opposed ethnic studies, claiming it creates division. He suggested that promoting cultural awareness would be more effective by ending school segregation and making sure the current social studies curriculum is thorough and truthful.
“We must definitely look for methods to assist students in valuing and comprehending different cultures. However, this should not be done in a manner that increases division within the school community,” he stated.
Carol Kocivar, former leader of the state PTA and an education journalist based in San Francisco, also believes the class could remain frozen indefinitely.
I believe those who backed ethnic studies didn’t understand they were unleashing a complex situation,” Kocivar stated. “Until there’s consensus on the ideological boundaries, I don’t see it advancing widely.
Kocivar generally endorses the ethnic studies curriculum, but believes it should be integrated into current courses such as English, history, and foreign language classes. This approach would allow students to take electives while still gaining knowledge about the histories of underrepresented communities.
Schools moving ahead
In Orange County, almost every high school provides ethnic studies as an independent elective or in combination with a mandatory subject such as English or history. Educators utilize curriculum developed by their local districts, incorporating feedback from the public, based on the state’s suggested curriculum. They also have the choice to include lessons about Vietnamese, Hmong, or Cambodian culture, which aligns with the county’s diverse ethnic composition.
Feedback has been very favorable,” stated Marika Manos, who is the manager of history and social science at the Orange County Department of Education. “Students recognize themselves in the curriculum and in the larger narrative of America. … It’s a great chance for them to experience some happiness during their day.
A few districts are awaiting state approval for funding, while the majority have secured their own resources to hire and train teachers and acquire materials. There was resistance towards Santa Ana Unified when two Jewish civil rights organizations filed a lawsuit, alleging that the district’s ethnic studies classes included anti-Semitic content. The district resolved the issue earlier this year and revised the course curriculum.
Polarized political climate
Camarillo, a professor from Stanford, stated that the national political environment has “undoubtedly” had a major influence on the implementation of ethnic studies. While parents may have valid worries about the content being taught, “we are also witnessing the influence of extremist groups spreading distrust in our schools.”
He pointed to book bans, attacks on the “woke” curriculum and other so-called culture war topics unfolding in schools across the country.
However, the debate surrounding ethnic studies has persisted for many years, beginning with the initial efforts of student activists who advocated for the course at San Francisco State in the 1960s. He remains optimistic that the present challenges, particularly those concerning antisemitism, will ultimately be resolved.
I don’t like what’s occurring, but I believe there’s a chance for a solution,” he stated. “Ethnic studies can help us comprehend and value one another, communicate effectively, and build relationships. I’ve witnessed its impact in the classroom, and it’s truly remarkable.
‘A really special class’
In Oakland, Summer Johnson has been instructing students in ethnic studies for three years at Arise High School, a charter school located in the Fruitvale neighborhood. She incorporates a mix of progressive ethnic studies along with other educational materials and her own lesson designs.
She discusses subjects such as identity, stereotypes, and bias; oppression and resistance; and cultural strengths, or “the positive aspects within your community,” she mentioned. They also explore the beginnings of the course, starting with the struggle forethnic studies at San Francisco State University.
Students engage with articles and compose essays, carry out research, complete artistic projects, and deliver spoken presentations, while also debating topics and going on excursions. She encourages students to “ask questions, stay curious, and have meaningful discussions. This is the environment for that.”
She has not received any feedback from parents, but occasionally at the start of the term, students challenge the relevance of the course.
When that occurs, we have a conversation,” Johnson stated. “By the end of the class, students gain insight into themselves and their peers, and they learn how to articulate their views. In general, students react very positively.
Johnson, who holds a social studies teaching certification, pursued additional training to teach ethnic studies and believes this is essential for the course’s success. Educators must be knowledgeable about the subject matter, but they also need to understand how to manage delicate discussions and help students feel comfortable sharing with their classmates.
It’s a very unique class. I would enjoy seeing it become available in all schools,” Johnson stated. “The goal is for students to develop empathy towards one another and gain an understanding of themselves and their communities. And that’s crucial.
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