Eastwind Books in Berkeley, One of the Nation’s First Asian American Bookstores, is Closing
Bay Area Teacher on Growing Up 'Multiracial Japanese American' — and Why Ethnic Studies Matters
California Is About to Require Ethnic Studies in High School. Should Teachers Get Special Training to Teach It?
SF Filipino Community Mobilizes to Preserve Unique Elementary School Language Program
Berkeley High's Dana Moran Was Teaching Ethnic Studies Decades Before California Required It
New California Law to Require Ethnic Studies Class for High Schoolers
As High School Ethnic Studies Bill Advances, Some Bay Area Schools Are Ahead of the Curve
How the Bay Area Shaped Mills College (and Vice Versa)
California Adopts First Statewide Ethnic Studies Curriculum
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He also attended UC Berkeley's Graduate School of Journalism and had the opportunity to write for the hyperlocal news sites Richmond Confidential and Oakland North.","avatar":"https://secure.gravatar.com/avatar/aedfae46322917626352337ecd4f0981?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["editor"]},{"site":"news","roles":["editor"]},{"site":"science","roles":["editor"]},{"site":"perspectives","roles":["editor"]}],"headData":{"title":"Spencer Whitney | KQED","description":"KQED Digital Editor","ogImgSrc":"https://secure.gravatar.com/avatar/aedfae46322917626352337ecd4f0981?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/aedfae46322917626352337ecd4f0981?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/swhitney"},"jherdman":{"type":"authors","id":"11844","meta":{"index":"authors_1591205172","id":"11844","found":true},"name":"Jehlen 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FM","link":"/"}},"news_11947646":{"type":"posts","id":"news_11947646","meta":{"index":"posts_1591205157","site":"news","id":"11947646","score":null,"sort":[1682503217000]},"guestAuthors":[],"slug":"eastwind-books-in-berkeley-one-of-the-nations-first-asian-american-bookstores-is-closing","title":"Eastwind Books in Berkeley, One of the Nation’s First Asian American Bookstores, is Closing","publishDate":1682503217,"format":"audio","headTitle":"Eastwind Books in Berkeley, One of the Nation’s First Asian American Bookstores, is Closing | KQED","labelTerm":{},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Eastwind Books, one of the nation’s first Asian American bookstores, has closed its doors \u003ca href=\"https://www.berkeleyside.org/2023/03/21/eastwind-books-berkeley-harvey-beatrice-dong-university-avenue-asian-american\">after more than four decades in business.\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The store has been run by Harvey and Beatrice Dong, two activists who were part of civil rights movements in the Bay Area in the 1960s, including the fights over ethnic studies and evictions at the International Hotel in San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now in their seventies, Harvey and Beatrice say higher rents and maintenance bills have prompted them to close up shop.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/1CizVB76IV1eAaxMuu2QAa2eNg-v3w6ja/view?usp=share_link\">\u003cem>Episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/iriskkwok\">Iris Kwok\u003c/a>, Berkeleyside reporter\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC7700027704\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Eastwind Books, one of the nation’s first Asian American bookstores, is closing on Sunday, April 30 after more than four decades in business.","status":"publish","parent":0,"modified":1700682669,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":93},"headData":{"title":"Eastwind Books in Berkeley, One of the Nation’s First Asian American Bookstores, is Closing | KQED","description":"Eastwind Books, one of the nation’s first Asian American bookstores, is closing on Sunday, April 30 after more than four decades in business.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"The Bay","sourceUrl":"https://www.kqed.org/podcasts/thebay","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/A511B8/traffic.megaphone.fm/KQINC7700027704.mp3?updated=1682460156","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11947646/eastwind-books-in-berkeley-one-of-the-nations-first-asian-american-bookstores-is-closing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Eastwind Books, one of the nation’s first Asian American bookstores, has closed its doors \u003ca href=\"https://www.berkeleyside.org/2023/03/21/eastwind-books-berkeley-harvey-beatrice-dong-university-avenue-asian-american\">after more than four decades in business.\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The store has been run by Harvey and Beatrice Dong, two activists who were part of civil rights movements in the Bay Area in the 1960s, including the fights over ethnic studies and evictions at the International Hotel in San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now in their seventies, Harvey and Beatrice say higher rents and maintenance bills have prompted them to close up shop.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/1CizVB76IV1eAaxMuu2QAa2eNg-v3w6ja/view?usp=share_link\">\u003cem>Episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/iriskkwok\">Iris Kwok\u003c/a>, Berkeleyside reporter\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC7700027704\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11947646/eastwind-books-in-berkeley-one-of-the-nations-first-asian-american-bookstores-is-closing","authors":["8654","11844","11635","11649"],"programs":["news_28779"],"categories":["news_8","news_33520"],"tags":["news_24788","news_129","news_19203","news_1260","news_22598"],"featImg":"news_11947647","label":"source_news_11947646"},"news_11945712":{"type":"posts","id":"news_11945712","meta":{"index":"posts_1591205157","site":"news","id":"11945712","score":null,"sort":[1680786071000]},"guestAuthors":[],"slug":"bay-area-teacher-on-growing-up-multiracial-japanese-american-and-why-ethnic-studies-matters","title":"Bay Area Teacher on Growing Up 'Multiracial Japanese American' — and Why Ethnic Studies Matters","publishDate":1680786071,"format":"standard","headTitle":"Bay Area Teacher on Growing Up ‘Multiracial Japanese American’ — and Why Ethnic Studies Matters | KQED","labelTerm":{"term":26731,"site":"news"},"content":"\u003cp>“Woman. Daughter Adoptee. AIDS Orphan. Hapa. Japanese-American. Asian. Asian-American. Queer Musician. Writer. Martial Artist. Alive.” Those are the words a 21-year-old Joemy Ito-Gates wrote below a photograph of her taken by artist Kip Fulbeck as part of his \u003ca href=\"https://www.kqed.org/news/11894597/what-are-you-artist-kip-fulbeck-gives-mixed-race-people-a-chance-to-answer-in-their-own-words\">photography project documenting mixed-race people\u003c/a>.\u003c/p>\n\u003cp>Some 20 years later, Ito-Gates says many of those words still describe her. She’s also now a mother, an ethnic studies teacher and an advocate against cultural appropriation in fashion. And she’s changed the words she uses to describe her racial background to “multiracial Japanese American.”\u003c/p>\n\u003cfigure id=\"attachment_11945715\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945715\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-800x1005.jpg\" alt=\"A photo of a headshot of a multiracial woman with text underneath.\" width=\"800\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-800x1005.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates.jpg 955w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A portrait of Joemy Ito-Gates by artist Kip Fulbeck, who has documented hundreds of mixed-race Americans. \u003ccite>(Courtesy Kip Fulbeck)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For the series “Mixed: Stories of Mixed-Race Californians,” hosts Sasha Khokha and Marisa Lagos spoke to Ito-Gates about growing up as a multiracial adoptee, the loss of her parents to AIDS, and the ways she’s reclaiming Japanese heritage garments. Here are some excerpts from that conversation, edited for brevity and clarity.\u003c/p>\n\u003cfigure id=\"attachment_11945721\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-scaled.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945721 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-800x618.jpeg\" alt=\"A vintage black and white photo of a white man and an Asian woman sitting next to each other, both smiling happily and wearing short-sleeved shirts.\" width=\"800\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-800x618.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1020x788.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-160x124.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1536x1187.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-2048x1583.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1920x1484.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Joemy Ito-Gates’ parents, Allen and Yoko, as a young couple. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On growing up with a Japanese mother and a white father\u003c/h2>\n\u003cp>We didn’t talk about what it meant for me to be a multiracial kid, to be Asian-presenting, to have two parents who were of different races and very different cultures and backgrounds.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Joemy Ito-Gates\"]‘When we bring people who’ve been pushed to the margins to the center, that is an act of love and community care. That’s what our students, what our children, deserve.’[/pullquote]There was just a lot of silence. I did experience a tremendous amount of racism as a child. And I was quiet about it. I didn’t tell anyone about it. So it wasn’t until I was, I would say, in my teens that I really started grappling with, who am I? What does my identity mean to me?\u003c/p>\n\u003ch2>On both her parents dying from AIDS\u003c/h2>\n\u003cp>Part of my story is that my father was — I don’t know how he self-identified, but he was queer. That’s how I talk about his identity. And in the ’80s, he was having affairs outside of the marriage with my mother. And he did contract HIV, passed [it] on to my mother. And so she also had HIV. You know, of course, at that time in the ’80s, it turned into AIDS and she died when I was 8. And then my father died when I was 10. They had made arrangements for me to move in with friends of theirs, a white family [in the Bay Area]. So when I was 10 years old, I moved in with these family friends and was raised by them. And living in a white family was culture shock because I was not only navigating the grief of losing my parents, but not having my mother. And [not having] that cultural foundation in my life was pretty devastating.\u003c/p>\n\u003cfigure id=\"attachment_11945718\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945718 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-800x1067.jpg\" alt=\"A vintage black and white photo of an Asian woman wearing a kimono and her little girl, wearing a white blouse with a butterfly collar and a dark pinafore, sitting on her lap. The woman is smiling, close-lipped, and the little girl is looking down and to the left, away from the camera.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates’ mother and grandmother in Japan. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On the rise of violence against the AAPI community\u003c/h2>\n\u003cp>[aside tag=\"mixed-race\" label=\"Related Posts\"]I think like so many people in the AAPI community, I’ve been in this cycle of grief for the past few years, not only because I find the pandemic really triggering as an AIDS orphan, but also just as a multiracial Asian American woman. It’s been devastating to see my community under attack.\u003c/p>\n\u003cp>[The way] I’ve been able to bring a semblance of balance to the past two years, around this issue in particular, is to show up with my daughter to protest events, taking action in the community, to speak our truths, to be with the larger community, saying, “This is not OK. We are here. Our pain is real. Our pain matters and I’m taking action.” So that has been healing to be able to do that, especially with my own child.\u003c/p>\n\u003cfigure id=\"attachment_11945717\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-scaled.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945717\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-800x1067.jpeg\" alt=\"A woman wearing a hat, face mask, black shirt with a logo and jeans holding a sign next to a small child wearing a hat, face mask, and skirt holding a sign outside with people walking in the background.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates and her daughter at a protest for racial justice. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For me and my family, we really focus on, for example, role models like Yuri Kochiyama, who is such a bridge builder and brought communities of color together, particularly Asian and Black. And then making sure that we’re part of this movement of Japanese American folks who are showing up in solidarity with the Black community to fight against anti-Black racism and to fight for Black American reparations.\u003c/p>\n\u003ch2>On why she’s advocating for ethnic studies for all K–12 students\u003c/h2>\n\u003cp>At its heart, I believe that ethnic studies is about telling the truth, and it’s about love and it’s about being curious. It’s telling the truth about historically marginalized communities of color and bringing them to the center of the conversation in the curriculum. When we do that, everyone wins. When we bring people who’ve been pushed to the margins to the center, that is an act of love and community care. That’s what our students, what our children, deserve.\u003c/p>\n\u003cp>I believe ethnic studies is for everyone. It’s a place where we can show up and be whole people and be fully seen. And it’s about being curious about the world around us, about each other, and really questioning, why are things like this? Why doesn’t it feel good? And questioning structural racism, power dynamics, patterns in history. We are celebrating people in our communities of color who are often hidden, who are invisible-ized. And so to me, ethnic studies is also an act of joy.\u003c/p>\n\u003cfigure id=\"attachment_11945719\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945719 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-800x1138.jpg\" alt=\"A multiracial woman standing in a red, white, pink and blue kimono with a yellow garment around her midsection while holding a white bag behind a mural.\" width=\"800\" height=\"1138\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-800x1138.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-1020x1450.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-160x228.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-1080x1536.jpg 1080w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC.jpg 1441w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates poses in her kimono. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On the appropriation of Japanese textiles in fashion\u003c/h2>\n\u003cp>So often we see sacred, ceremonial, deeply meaningful garments and cultural pieces appropriated, misused and commodified and stripped of the meaning and the significance and the ties to the people of the origin culture that those items and garments are coming from. To me, that’s ultimately dehumanizing. There is this historical context to these kinds of items that I think it’s really important to understand and learn about. It’s connected to why I feel passionate about ethnic studies, about our young people learning our true histories of what has happened to people of color in this country.\u003c/p>\n\u003cfigure id=\"attachment_11945716\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945716\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-800x1005.jpg\" alt=\"A man wearing a dress shirt, dark pants and shoes sits to the left of a small child in a dress standing in the middle and woman in a red kimono seated to the right.\" width=\"800\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-800x1005.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-1020x1281.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-1223x1536.jpg 1223w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053.jpg 1631w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates and her child wearing ceremonial garments with her husband at an Obon festival in Oakland. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I do feel strongly that if you’re someone who’s multiracial and you’re on this journey to come home to yourself, it’s a wonderful and important thing to connect with heritage garments. When I wear my kimono and my yukata and my haori, I feel the generations wrapped around me. Even if it’s not a piece that’s been handed down in my family, I feel this cultural hug when I’m wearing these garments.\u003c/p>\n\u003cp>\u003ca id=\"anchor\">\u003c/a>\u003cbr>\n[hearken id=\"7528\" src=\"https://modules.wearehearken.com/kqed/embed/7528.js\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Writer and queer musician Joemy Ito-Gates reflects on growing up as a multiracial Japanese American, being orphaned at a young age and advocating for ethnic studies for all K–12 students.","status":"publish","parent":0,"modified":1680905713,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":true,"hasPolis":false,"paragraphCount":16,"wordCount":1237},"headData":{"title":"Bay Area Teacher on Growing Up 'Multiracial Japanese American' — and Why Ethnic Studies Matters | KQED","description":"Writer and queer musician Joemy Ito-Gates reflects on growing up as a multiracial Japanese American, being orphaned at a young age and advocating for ethnic studies for all K–12 students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-4[…]f-aaef00f5a073/1864fecc-cea9-40ab-912b-afd501878031/audio.mp3","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11945712/bay-area-teacher-on-growing-up-multiracial-japanese-american-and-why-ethnic-studies-matters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Woman. Daughter Adoptee. AIDS Orphan. Hapa. Japanese-American. Asian. Asian-American. Queer Musician. Writer. Martial Artist. Alive.” Those are the words a 21-year-old Joemy Ito-Gates wrote below a photograph of her taken by artist Kip Fulbeck as part of his \u003ca href=\"https://www.kqed.org/news/11894597/what-are-you-artist-kip-fulbeck-gives-mixed-race-people-a-chance-to-answer-in-their-own-words\">photography project documenting mixed-race people\u003c/a>.\u003c/p>\n\u003cp>Some 20 years later, Ito-Gates says many of those words still describe her. She’s also now a mother, an ethnic studies teacher and an advocate against cultural appropriation in fashion. And she’s changed the words she uses to describe her racial background to “multiracial Japanese American.”\u003c/p>\n\u003cfigure id=\"attachment_11945715\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945715\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-800x1005.jpg\" alt=\"A photo of a headshot of a multiracial woman with text underneath.\" width=\"800\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-800x1005.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Fulbeck_Hapa_Project_Ito-Gates.jpg 955w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A portrait of Joemy Ito-Gates by artist Kip Fulbeck, who has documented hundreds of mixed-race Americans. \u003ccite>(Courtesy Kip Fulbeck)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For the series “Mixed: Stories of Mixed-Race Californians,” hosts Sasha Khokha and Marisa Lagos spoke to Ito-Gates about growing up as a multiracial adoptee, the loss of her parents to AIDS, and the ways she’s reclaiming Japanese heritage garments. Here are some excerpts from that conversation, edited for brevity and clarity.\u003c/p>\n\u003cfigure id=\"attachment_11945721\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-scaled.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945721 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-800x618.jpeg\" alt=\"A vintage black and white photo of a white man and an Asian woman sitting next to each other, both smiling happily and wearing short-sleeved shirts.\" width=\"800\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-800x618.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1020x788.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-160x124.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1536x1187.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-2048x1583.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemys-parents-Yoko-and-Allen-FOR-GRAPHIC-1920x1484.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Joemy Ito-Gates’ parents, Allen and Yoko, as a young couple. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On growing up with a Japanese mother and a white father\u003c/h2>\n\u003cp>We didn’t talk about what it meant for me to be a multiracial kid, to be Asian-presenting, to have two parents who were of different races and very different cultures and backgrounds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘When we bring people who’ve been pushed to the margins to the center, that is an act of love and community care. That’s what our students, what our children, deserve.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Joemy Ito-Gates","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>There was just a lot of silence. I did experience a tremendous amount of racism as a child. And I was quiet about it. I didn’t tell anyone about it. So it wasn’t until I was, I would say, in my teens that I really started grappling with, who am I? What does my identity mean to me?\u003c/p>\n\u003ch2>On both her parents dying from AIDS\u003c/h2>\n\u003cp>Part of my story is that my father was — I don’t know how he self-identified, but he was queer. That’s how I talk about his identity. And in the ’80s, he was having affairs outside of the marriage with my mother. And he did contract HIV, passed [it] on to my mother. And so she also had HIV. You know, of course, at that time in the ’80s, it turned into AIDS and she died when I was 8. And then my father died when I was 10. They had made arrangements for me to move in with friends of theirs, a white family [in the Bay Area]. So when I was 10 years old, I moved in with these family friends and was raised by them. And living in a white family was culture shock because I was not only navigating the grief of losing my parents, but not having my mother. And [not having] that cultural foundation in my life was pretty devastating.\u003c/p>\n\u003cfigure id=\"attachment_11945718\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945718 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-800x1067.jpg\" alt=\"A vintage black and white photo of an Asian woman wearing a kimono and her little girl, wearing a white blouse with a butterfly collar and a dark pinafore, sitting on her lap. The woman is smiling, close-lipped, and the little girl is looking down and to the left, away from the camera.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG-5341-scaled-e1680649704781.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates’ mother and grandmother in Japan. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On the rise of violence against the AAPI community\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"mixed-race","label":"Related Posts "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>I think like so many people in the AAPI community, I’ve been in this cycle of grief for the past few years, not only because I find the pandemic really triggering as an AIDS orphan, but also just as a multiracial Asian American woman. It’s been devastating to see my community under attack.\u003c/p>\n\u003cp>[The way] I’ve been able to bring a semblance of balance to the past two years, around this issue in particular, is to show up with my daughter to protest events, taking action in the community, to speak our truths, to be with the larger community, saying, “This is not OK. We are here. Our pain is real. Our pain matters and I’m taking action.” So that has been healing to be able to do that, especially with my own child.\u003c/p>\n\u003cfigure id=\"attachment_11945717\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-scaled.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945717\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-800x1067.jpeg\" alt=\"A woman wearing a hat, face mask, black shirt with a logo and jeans holding a sign next to a small child wearing a hat, face mask, and skirt holding a sign outside with people walking in the background.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_7439-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates and her daughter at a protest for racial justice. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For me and my family, we really focus on, for example, role models like Yuri Kochiyama, who is such a bridge builder and brought communities of color together, particularly Asian and Black. And then making sure that we’re part of this movement of Japanese American folks who are showing up in solidarity with the Black community to fight against anti-Black racism and to fight for Black American reparations.\u003c/p>\n\u003ch2>On why she’s advocating for ethnic studies for all K–12 students\u003c/h2>\n\u003cp>At its heart, I believe that ethnic studies is about telling the truth, and it’s about love and it’s about being curious. It’s telling the truth about historically marginalized communities of color and bringing them to the center of the conversation in the curriculum. When we do that, everyone wins. When we bring people who’ve been pushed to the margins to the center, that is an act of love and community care. That’s what our students, what our children, deserve.\u003c/p>\n\u003cp>I believe ethnic studies is for everyone. It’s a place where we can show up and be whole people and be fully seen. And it’s about being curious about the world around us, about each other, and really questioning, why are things like this? Why doesn’t it feel good? And questioning structural racism, power dynamics, patterns in history. We are celebrating people in our communities of color who are often hidden, who are invisible-ized. And so to me, ethnic studies is also an act of joy.\u003c/p>\n\u003cfigure id=\"attachment_11945719\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945719 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-800x1138.jpg\" alt=\"A multiracial woman standing in a red, white, pink and blue kimono with a yellow garment around her midsection while holding a white bag behind a mural.\" width=\"800\" height=\"1138\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-800x1138.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-1020x1450.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-160x228.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC-1080x1536.jpg 1080w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Joemy-in-kimono-FOR-GRAPHIC.jpg 1441w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates poses in her kimono. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>On the appropriation of Japanese textiles in fashion\u003c/h2>\n\u003cp>So often we see sacred, ceremonial, deeply meaningful garments and cultural pieces appropriated, misused and commodified and stripped of the meaning and the significance and the ties to the people of the origin culture that those items and garments are coming from. To me, that’s ultimately dehumanizing. There is this historical context to these kinds of items that I think it’s really important to understand and learn about. It’s connected to why I feel passionate about ethnic studies, about our young people learning our true histories of what has happened to people of color in this country.\u003c/p>\n\u003cfigure id=\"attachment_11945716\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11945716\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-800x1005.jpg\" alt=\"A man wearing a dress shirt, dark pants and shoes sits to the left of a small child in a dress standing in the middle and woman in a red kimono seated to the right.\" width=\"800\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-800x1005.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-1020x1281.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053-1223x1536.jpg 1223w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/IMG_0053.jpg 1631w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ito-Gates and her child wearing ceremonial garments with her husband at an Obon festival in Oakland. \u003ccite>(Courtesy of Joemy Ito-Gates)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I do feel strongly that if you’re someone who’s multiracial and you’re on this journey to come home to yourself, it’s a wonderful and important thing to connect with heritage garments. When I wear my kimono and my yukata and my haori, I feel the generations wrapped around me. Even if it’s not a piece that’s been handed down in my family, I feel this cultural hug when I’m wearing these garments.\u003c/p>\n\u003cp>\u003ca id=\"anchor\">\u003c/a>\u003cbr>\n\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"hearken","attributes":{"named":{"id":"7528","src":"https://modules.wearehearken.com/kqed/embed/7528.js","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11945712/bay-area-teacher-on-growing-up-multiracial-japanese-american-and-why-ethnic-studies-matters","authors":["254"],"programs":["news_72","news_26731"],"categories":["news_8"],"tags":["news_19203","news_27626","news_32604","news_32533","news_28093","news_28092","news_29068"],"featImg":"news_11945790","label":"news_26731"},"news_11945355":{"type":"posts","id":"news_11945355","meta":{"index":"posts_1591205157","site":"news","id":"11945355","score":null,"sort":[1680357614000]},"guestAuthors":[],"slug":"california-is-about-to-require-ethnic-studies-in-high-school-should-teachers-get-special-training-to-teach-it","title":"California Is About to Require Ethnic Studies in High School. Should Teachers Get Special Training to Teach It?","publishDate":1680357614,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>On a rainy Friday afternoon at Santa Monica High School, ethnic studies teacher Marisa Silvestri introduced her class to the rap song \"Kenji.\" As singer Mike Shinoda narrated his family’s experiences in the Japanese American incarceration camps of World War II, Silvestri’s class fell silent. After the last bars of music had filled the room, the class set to work analyzing the song’s lyrics, agreeing that Shinoda humanized a historical event some students previously knew little about.\u003c/p>\n\u003cp>Now in her second year of teaching ethnic studies, Silvestri said she has gone through several iterations of her curriculum — and she expects more changes to come. She has studied California’s ethnic studies model curriculum, attended workshops at local universities and sought the advice of ethnic studies teachers from other school districts.\u003c/p>\n\u003cp>But Silvestri has never received a teaching credential in ethnic studies. Whether that’s important or not is a question California officials are weighing, now that \u003ca href=\"https://calmatters.org/education/k-12-education/2021/10/ethnic-studies-requirement/\">the state has become the first in the nation to require that high school students take at least one semester of ethnic studies\u003c/a> before graduation.\u003c/p>\n\u003cp>California needs more ethnic studies teachers, quickly. Under the new law, passed in 2021, high schools must begin offering ethnic studies courses in the 2025–26 school year, and students in the class of 2030 will be the first ones subject to the graduation requirement. As many high schools expand their course offerings ahead of schedule, universities are grappling with how best to prepare the next generation of teachers.\u003c/p>\n\u003cp>Some advocates and educators have called for the creation of a specific ethnic studies credential authorizing educators to teach the relatively new and politically fraught subject in middle and high schools. They say that without such a credential, the state risks having low-quality classes that can do more harm than good. But others worry that an additional requirement may make it even harder for the schools to find teachers for the subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>State regulations allow teachers with a social science credential to teach ethnic studies, said Jonathon Howard, government relations manager for California’s Commission on Teacher Credentialing. However, when ethnic studies is combined with other subjects, such as reading or art, teachers from other subject areas are also eligible.\u003c/p>\n\u003cp>\"We have all these teachers who have great hearts, who are really social justice-minded, who really want to do ethnic studies because they’re thinking about themselves as, 'I’m a culturally responsive teacher,'\" said Theresa Montaño, professor of Chicana and Chicano studies at \u003cspan style=\"font-weight: 400\">California State University, Northridge\u003c/span>. \"But that isn’t enough to give you the knowledge you need.\"\u003c/p>\n\u003cp>Ideally, Montaño said, teachers should have an undergraduate degree in ethnic studies, plus an ethnic studies credential that would show them how to translate their expertise into classroom curriculum.[aside label=\"Related Stories\" tag=\"ethnic-studies\"]Assemblymember Wendy Carrillo agrees. In February, she \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1255\">introduced legislation requiring the Commission on Teacher Credentialing to begin creating an ethnic studies credential by 2025\u003c/a>.\u003c/p>\n\u003cp>\"The social science credential program does not cover ethnic studies sufficiently,\" Carrillo, a Democrat from Los Angeles, said by email. \"We maintain that at the present time there is no existing credential that sufficiently covers the depth and breadth of the multidisciplinary nature of Ethnic Studies.\"\u003c/p>\n\u003cp>The commission would need authorization from the Legislature to begin developing a new credential, Howard said.\u003c/p>\n\u003cp>However, some school districts say the current flexibility around teacher requirements has worked to their benefit, allowing them to expand their ethnic studies course offerings ahead of schedule.\u003c/p>\n\u003cp>Santa Rosa City Schools has been offering ethnic studies courses since 2020 and will require students in the class of 2025 to have taken a full year of the subject before graduation. Because several classes, from English to dance, incorporate ethnic studies into the course material, all teachers are eligible to teach the subject, said Tim Zalunardo, executive director of educational services. He added that this approach makes it easier for the school to recruit teachers who are excited and willing to teach ethnic studies.\u003c/p>\n\u003cp>\"It provides flexibility on both the students and on the school’s course offerings,\" Zalunardo said.\u003c/p>\n\u003ch2>A controversial subject\u003c/h2>\n\u003cp>Debates around ethnic studies are nothing new.\u003c/p>\n\u003cp>Ethnic studies began at San Francisco State University in the late 1960s as students pushed for the creation of classes dedicated to studying the histories and cultures of people of color. As the subject gained momentum — and criticism — across the nation, advocates began to push for its inclusion in K–12 schools.\u003c/p>\n\u003cp>In 2021, after two years of drafting and heated debate, \u003ca href=\"https://www.cde.ca.gov/ci/cr/cf/documents/esmcpreface.pdf\">the State Board of Education adopted an ethnic studies model curriculum (PDF)\u003c/a> that focuses primarily on the untold \"histories, cultures, struggles, and contributions\" of Black, Latino, Native American and Asian American and Pacific Islander communities. Although districts are not required to use the curriculum, it provides schools with guidance on how to implement the subject and offers sample lessons.\u003c/p>\n\u003cp>Later that year, Gov. Gavin Newsom signed the new graduation requirement into law, even as parents and \u003ca href=\"https://www.latimes.com/california/story/2021-04-28/ethnic-studies-slammed-as-anti-white-in-orange-county\">school board members denounced ethnic studies in Orange County\u003c/a> and other areas of the state. Future teachers still remain divided on the necessity of the subject.\u003c/p>\n\u003cp>Christine Soliva, a graduate student in UC Riverside’s teacher education program, said some of her peers critiqued an ethnic studies class they took in the fall, challenging the importance of incorporating an ethnic studies framework into their math or science courses. She added that while she would pursue an ethnic studies credential if it were available, she is unsure whether other teacher candidates would be equally receptive.\u003c/p>\n\u003cp>\"It really is just like, are educators willing to take that next step to be able to think outside the box and challenge themselves and their ideals to look at curriculum and content through an ethnic studies lens?\" Soliva said.[pullquote size='medium' align='left' citation=\"Christine Soliva, graduate student, UC Riverside\"]'It really is just like, are educators willing to take that next step to be able to think outside the box and challenge themselves and their ideals to look at curriculum and content through an ethnic studies lens?'[/pullquote]Former Assemblymember Jose Medina, who authored the legislation requiring ethnic studies in high schools, said he does not believe the controversy around the subject will prevent state leaders from having necessary conversations about how best to prepare teachers.\u003c/p>\n\u003cp>\"I think, despite the controversy, the state will be well-prepared to have teachers in place by the time of the requirement,\" he said.\u003c/p>\n\u003cp>But not everyone shares Medina’s optimism.\u003c/p>\n\u003cp>As hundreds of high schools begin rolling out new courses in the coming years, the state may face a shortage of ethnic studies teachers, said Lange Luntao, director of external relations at The Education Trust–West, a nonprofit that advocates for educational equity. Ethnic studies graduation requirements are already in effect at some of the state’s large school districts, including Los Angeles Unified, San Diego Unified and Fresno Unified.\u003c/p>\n\u003cp>\"I think one fear is that we’re going to open up enrollment for ethnic studies classes, and not have enough educators who have experience with this content,\" he said.\u003c/p>\n\u003ch2>Preparing future teachers\u003c/h2>\n\u003cp>In the absence of an ethnic studies credential, California’s universities have developed a range of programs preparing students to teach the subject. Some offer classes on ethnic studies teaching methods and curriculum development, while others place students in ethnic studies classrooms to gain firsthand experience.\u003c/p>\n\u003cp>At UC Riverside, \u003ca href=\"https://education.ucr.edu/tep/ethnic-studies\">students earning their teaching credential can pursue an ethnic studies pathway\u003c/a> made up of elective courses dedicated to ethnic studies teaching methods and curricula.\u003c/p>\n\u003cp>Karl Molina, a UC Riverside master’s student earning his social sciences credential through the program, works as a student teacher of high school economics, sociology and government in the Riverside Unified School District. Earlier in the school year, Molina introduced a sociology lesson named after rapper Tupac Shakur’s poem \"The Rose That Grew from Concrete.\" He instructed his students to analyze Shakur’s poem and reflect on how the concepts of social and familial capital applied to their own lives. In discussions, students decided that capital was more than monetary wealth — it included the languages, cultures and aspirations that shaped their lives, Molina said.\u003c/p>\n\u003cp>\"They were really, really into it,\" Molina said. \"I was really excited to get going and move forward.\"\u003c/p>\n\u003cfigure id=\"attachment_11945394\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123.png\" alt=\"A young Asian man wearing glasses, with thick black hair that comes to the tops of both ears, wears a dark jacket and white polo shirt as he looks at the camera with a steady gaze. \" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Karl Molina, 25, who teaches sociology with an emphasis on ethnic studies, stands near the classroom where he teaches at Ramona High School in Riverside on March 28, 2023. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But as a student teacher, Molina has limited control over the course curriculum and had to cut his lesson short. If he were teaching in an ethnic studies classroom as part of a formal ethnic studies credentialing program, he said, he might have had more freedom to pursue it.\u003c/p>\n\u003cp>\"We’re not indoctrinating these students,\" Molina said. \"We’re just telling them, 'You have so much wealth. Here’s where your wealth is, and here’s what it does for you.'\"\u003c/p>\n\u003cp>At San José State University, some students already have the opportunity to see ethnic studies taught in real time through the \u003ca href=\"https://www.sjsu.edu/teachered/docs/SJSU%20Ethnic%20Studies%20Residency%20Program%20Spring%202022.pdf\">Ethnic Studies Residency Program (PDF)\u003c/a>, which places students into an ethnic studies classroom for a full academic year.\u003c/p>\n\u003cp>In his residency at Evergreen Valley High School, Eduardo Zamora instructs his students to partner up, facing one another in concentric circles. He first asks students to answer a silly icebreaker — for example, \"Would you rather be in the history books or gossip magazines?\" — before moving onto questions about recent lessons. In one instance, he asked students to share one-minute reflections on the documentary \u003cem>Immigration Nation\u003c/em> and how it relates to their discussion on Central American migration and racism in the United States. The circles rotate so students talk to a new partner each time.\u003c/p>\n\u003cp>\"They’re moving, they’re talking and it’s educational,\" said Zamora, a student in SJSU’s teacher education program who is pursuing a social sciences credential.\u003c/p>\n\u003cp>He said he hopes to bring the same activity into his own ethnic studies classroom one day, adding that his residency has shown him the importance of building community and trust among his students.\u003c/p>\n\u003cp>Yet, while Zamora believes his residency program is preparing him well, he said an ethnic studies credential may be necessary for a widespread rollout of ethnic studies courses. Currently, SJSU’s residency program takes only three to four students a year.\u003c/p>\n\u003cp>\"One of the students came up to us saying that our class was very diverse, bringing in perspectives of people of color. And then she mentioned that her history teacher … said it’s easier to teach history just through ‘the normal way,’ I guess the Eurocentric way,\" Zamora said. \"So I think a specific ethnic studies credential is probably needed.\"\u003c/p>\n\u003ch2>Training the current workforce\u003c/h2>\n\u003cp>As universities shape the next generation of ethnic studies teachers, districts are left with the challenge of preparing their current workforce to teach the subject.\u003c/p>\n\u003cp>In Elk Grove Unified School District, high schools have offered ethnic studies courses since 2020. But Robyn Rodriguez, a parent in the district and former Asian American studies professor at UC Davis, said she’s concerned that Sacramento-area schools may be placing social studies teachers in ethnic studies classrooms without adequate preparation for the subject.\u003c/p>\n\u003cp>\"You either see very watered-down versions of ethnic studies, or ethnic studies being very nominally implemented,\" she said.\u003c/p>\n\u003cp>Rodriguez’s son is only in second grade, but she said she is already supplementing his language arts curriculum with other reading because the texts assigned were not from diverse authors. As for what ethnic studies might look like by the time her son reaches high school, Rodriguez said, \"I’m absolutely worried.\"\u003c/p>\n\u003cfigure id=\"attachment_11945395\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945395 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123.png\" alt=\"A white-presenting woman with long, dark curly hair and wearing a green top gestures with both hands as she stands and talks in front of students.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Marisa Silvestri talks with students during her ethnic studies class at Santa Monica High School in Los Angeles on March 28, 2023. \u003ccite>(Lauren Justice/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Silvestri, the Santa Monica High School teacher, said she is torn about the necessity of an ethnic studies credential, adding that she would not want it to prevent interested and passionate teachers from teaching the subject. However, she said, the credential could help streamline the professional development opportunities she has needed to seek out independently over the past few years.\u003c/p>\n\u003cp>The University of California’s California History-Social Science Project works to support people like Silvestri who are teaching ethnic studies for the first time. Dominique Williams, the project’s ethnic studies coordinator, offers workshops educating teachers about the history of ethnic studies instruction and shows them how they can teach historical narratives from new perspectives.\u003c/p>\n\u003cp>Williams draws on her own experience transitioning from teaching English and social studies to ethnic studies in the Sacramento City Unified School District.\u003c/p>\n\u003cp>\"In hindsight, I think that there is more training that I could have had, that I’m now trying to make sure that teachers are getting as they start their own journeys,\" Williams said.\u003c/p>\n\u003cp>As the debate surrounding ethnic studies teacher preparation continues, Jayla Johnson-Lake, a sophomore at Santa Monica High School, said a passion for teaching is just as important as any credential. Johnson-Lake said Silvestri’s ethnic studies class has surpassed her expectations, introducing her to new facts, such as the details of Japanese concentration camps and how the Black Codes worked to restrict Black people’s rights in the post-Civil War era.\u003c/p>\n\u003cp>\"I believe it’s important to have a teacher who wants to teach the class,\" Johnson-Lake said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Megan Tagami is a fellow with the \u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">CalMatters College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists from across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"California high school students will be required to pass an ethnic studies class to graduate, starting with the class of 2030. That means the state needs lots of new ethnic studies teachers. But do educators need a special credential to teach ethnic studies? Some ethnic studies advocates say allowing any social science teacher to instruct the subject will lead to watered-down and ineffective courses, while school districts argue that flexibility is important if they're going to fill the roles.","status":"publish","parent":0,"modified":1680551756,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":48,"wordCount":2338},"headData":{"title":"California Is About to Require Ethnic Studies in High School. Should Teachers Get Special Training to Teach It? | KQED","description":"California high school students will be required to pass an ethnic studies class to graduate, starting with the class of 2030. That means the state needs lots of new ethnic studies teachers. But do educators need a special credential to teach ethnic studies? Some ethnic studies advocates say allowing any social science teacher to instruct the subject will lead to watered-down and ineffective courses, while school districts argue that flexibility is important if they're going to fill the roles.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"CalMatters","sourceUrl":"https://calmatters.org/education/higher-education/college-beat-higher-education/2023/03/california-high-schools-ethnic-studies/","nprByline":"\u003ca href=\"https://calmatters.org/author/megan-tagami/\">Megan Tagami\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11945355/california-is-about-to-require-ethnic-studies-in-high-school-should-teachers-get-special-training-to-teach-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a rainy Friday afternoon at Santa Monica High School, ethnic studies teacher Marisa Silvestri introduced her class to the rap song \"Kenji.\" As singer Mike Shinoda narrated his family’s experiences in the Japanese American incarceration camps of World War II, Silvestri’s class fell silent. After the last bars of music had filled the room, the class set to work analyzing the song’s lyrics, agreeing that Shinoda humanized a historical event some students previously knew little about.\u003c/p>\n\u003cp>Now in her second year of teaching ethnic studies, Silvestri said she has gone through several iterations of her curriculum — and she expects more changes to come. She has studied California’s ethnic studies model curriculum, attended workshops at local universities and sought the advice of ethnic studies teachers from other school districts.\u003c/p>\n\u003cp>But Silvestri has never received a teaching credential in ethnic studies. Whether that’s important or not is a question California officials are weighing, now that \u003ca href=\"https://calmatters.org/education/k-12-education/2021/10/ethnic-studies-requirement/\">the state has become the first in the nation to require that high school students take at least one semester of ethnic studies\u003c/a> before graduation.\u003c/p>\n\u003cp>California needs more ethnic studies teachers, quickly. Under the new law, passed in 2021, high schools must begin offering ethnic studies courses in the 2025–26 school year, and students in the class of 2030 will be the first ones subject to the graduation requirement. As many high schools expand their course offerings ahead of schedule, universities are grappling with how best to prepare the next generation of teachers.\u003c/p>\n\u003cp>Some advocates and educators have called for the creation of a specific ethnic studies credential authorizing educators to teach the relatively new and politically fraught subject in middle and high schools. They say that without such a credential, the state risks having low-quality classes that can do more harm than good. But others worry that an additional requirement may make it even harder for the schools to find teachers for the subject.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>State regulations allow teachers with a social science credential to teach ethnic studies, said Jonathon Howard, government relations manager for California’s Commission on Teacher Credentialing. However, when ethnic studies is combined with other subjects, such as reading or art, teachers from other subject areas are also eligible.\u003c/p>\n\u003cp>\"We have all these teachers who have great hearts, who are really social justice-minded, who really want to do ethnic studies because they’re thinking about themselves as, 'I’m a culturally responsive teacher,'\" said Theresa Montaño, professor of Chicana and Chicano studies at \u003cspan style=\"font-weight: 400\">California State University, Northridge\u003c/span>. \"But that isn’t enough to give you the knowledge you need.\"\u003c/p>\n\u003cp>Ideally, Montaño said, teachers should have an undergraduate degree in ethnic studies, plus an ethnic studies credential that would show them how to translate their expertise into classroom curriculum.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","tag":"ethnic-studies"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Assemblymember Wendy Carrillo agrees. In February, she \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1255\">introduced legislation requiring the Commission on Teacher Credentialing to begin creating an ethnic studies credential by 2025\u003c/a>.\u003c/p>\n\u003cp>\"The social science credential program does not cover ethnic studies sufficiently,\" Carrillo, a Democrat from Los Angeles, said by email. \"We maintain that at the present time there is no existing credential that sufficiently covers the depth and breadth of the multidisciplinary nature of Ethnic Studies.\"\u003c/p>\n\u003cp>The commission would need authorization from the Legislature to begin developing a new credential, Howard said.\u003c/p>\n\u003cp>However, some school districts say the current flexibility around teacher requirements has worked to their benefit, allowing them to expand their ethnic studies course offerings ahead of schedule.\u003c/p>\n\u003cp>Santa Rosa City Schools has been offering ethnic studies courses since 2020 and will require students in the class of 2025 to have taken a full year of the subject before graduation. Because several classes, from English to dance, incorporate ethnic studies into the course material, all teachers are eligible to teach the subject, said Tim Zalunardo, executive director of educational services. He added that this approach makes it easier for the school to recruit teachers who are excited and willing to teach ethnic studies.\u003c/p>\n\u003cp>\"It provides flexibility on both the students and on the school’s course offerings,\" Zalunardo said.\u003c/p>\n\u003ch2>A controversial subject\u003c/h2>\n\u003cp>Debates around ethnic studies are nothing new.\u003c/p>\n\u003cp>Ethnic studies began at San Francisco State University in the late 1960s as students pushed for the creation of classes dedicated to studying the histories and cultures of people of color. As the subject gained momentum — and criticism — across the nation, advocates began to push for its inclusion in K–12 schools.\u003c/p>\n\u003cp>In 2021, after two years of drafting and heated debate, \u003ca href=\"https://www.cde.ca.gov/ci/cr/cf/documents/esmcpreface.pdf\">the State Board of Education adopted an ethnic studies model curriculum (PDF)\u003c/a> that focuses primarily on the untold \"histories, cultures, struggles, and contributions\" of Black, Latino, Native American and Asian American and Pacific Islander communities. Although districts are not required to use the curriculum, it provides schools with guidance on how to implement the subject and offers sample lessons.\u003c/p>\n\u003cp>Later that year, Gov. Gavin Newsom signed the new graduation requirement into law, even as parents and \u003ca href=\"https://www.latimes.com/california/story/2021-04-28/ethnic-studies-slammed-as-anti-white-in-orange-county\">school board members denounced ethnic studies in Orange County\u003c/a> and other areas of the state. Future teachers still remain divided on the necessity of the subject.\u003c/p>\n\u003cp>Christine Soliva, a graduate student in UC Riverside’s teacher education program, said some of her peers critiqued an ethnic studies class they took in the fall, challenging the importance of incorporating an ethnic studies framework into their math or science courses. She added that while she would pursue an ethnic studies credential if it were available, she is unsure whether other teacher candidates would be equally receptive.\u003c/p>\n\u003cp>\"It really is just like, are educators willing to take that next step to be able to think outside the box and challenge themselves and their ideals to look at curriculum and content through an ethnic studies lens?\" Soliva said.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'It really is just like, are educators willing to take that next step to be able to think outside the box and challenge themselves and their ideals to look at curriculum and content through an ethnic studies lens?'","name":"pullquote","attributes":{"named":{"size":"medium","align":"left","citation":"Christine Soliva, graduate student, UC Riverside","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Former Assemblymember Jose Medina, who authored the legislation requiring ethnic studies in high schools, said he does not believe the controversy around the subject will prevent state leaders from having necessary conversations about how best to prepare teachers.\u003c/p>\n\u003cp>\"I think, despite the controversy, the state will be well-prepared to have teachers in place by the time of the requirement,\" he said.\u003c/p>\n\u003cp>But not everyone shares Medina’s optimism.\u003c/p>\n\u003cp>As hundreds of high schools begin rolling out new courses in the coming years, the state may face a shortage of ethnic studies teachers, said Lange Luntao, director of external relations at The Education Trust–West, a nonprofit that advocates for educational equity. Ethnic studies graduation requirements are already in effect at some of the state’s large school districts, including Los Angeles Unified, San Diego Unified and Fresno Unified.\u003c/p>\n\u003cp>\"I think one fear is that we’re going to open up enrollment for ethnic studies classes, and not have enough educators who have experience with this content,\" he said.\u003c/p>\n\u003ch2>Preparing future teachers\u003c/h2>\n\u003cp>In the absence of an ethnic studies credential, California’s universities have developed a range of programs preparing students to teach the subject. Some offer classes on ethnic studies teaching methods and curriculum development, while others place students in ethnic studies classrooms to gain firsthand experience.\u003c/p>\n\u003cp>At UC Riverside, \u003ca href=\"https://education.ucr.edu/tep/ethnic-studies\">students earning their teaching credential can pursue an ethnic studies pathway\u003c/a> made up of elective courses dedicated to ethnic studies teaching methods and curricula.\u003c/p>\n\u003cp>Karl Molina, a UC Riverside master’s student earning his social sciences credential through the program, works as a student teacher of high school economics, sociology and government in the Riverside Unified School District. Earlier in the school year, Molina introduced a sociology lesson named after rapper Tupac Shakur’s poem \"The Rose That Grew from Concrete.\" He instructed his students to analyze Shakur’s poem and reflect on how the concepts of social and familial capital applied to their own lives. In discussions, students decided that capital was more than monetary wealth — it included the languages, cultures and aspirations that shaped their lives, Molina said.\u003c/p>\n\u003cp>\"They were really, really into it,\" Molina said. \"I was really excited to get going and move forward.\"\u003c/p>\n\u003cfigure id=\"attachment_11945394\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123.png\" alt=\"A young Asian man wearing glasses, with thick black hair that comes to the tops of both ears, wears a dark jacket and white polo shirt as he looks at the camera with a steady gaze. \" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-03-103123-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Karl Molina, 25, who teaches sociology with an emphasis on ethnic studies, stands near the classroom where he teaches at Ramona High School in Riverside on March 28, 2023. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But as a student teacher, Molina has limited control over the course curriculum and had to cut his lesson short. If he were teaching in an ethnic studies classroom as part of a formal ethnic studies credentialing program, he said, he might have had more freedom to pursue it.\u003c/p>\n\u003cp>\"We’re not indoctrinating these students,\" Molina said. \"We’re just telling them, 'You have so much wealth. Here’s where your wealth is, and here’s what it does for you.'\"\u003c/p>\n\u003cp>At San José State University, some students already have the opportunity to see ethnic studies taught in real time through the \u003ca href=\"https://www.sjsu.edu/teachered/docs/SJSU%20Ethnic%20Studies%20Residency%20Program%20Spring%202022.pdf\">Ethnic Studies Residency Program (PDF)\u003c/a>, which places students into an ethnic studies classroom for a full academic year.\u003c/p>\n\u003cp>In his residency at Evergreen Valley High School, Eduardo Zamora instructs his students to partner up, facing one another in concentric circles. He first asks students to answer a silly icebreaker — for example, \"Would you rather be in the history books or gossip magazines?\" — before moving onto questions about recent lessons. In one instance, he asked students to share one-minute reflections on the documentary \u003cem>Immigration Nation\u003c/em> and how it relates to their discussion on Central American migration and racism in the United States. The circles rotate so students talk to a new partner each time.\u003c/p>\n\u003cp>\"They’re moving, they’re talking and it’s educational,\" said Zamora, a student in SJSU’s teacher education program who is pursuing a social sciences credential.\u003c/p>\n\u003cp>He said he hopes to bring the same activity into his own ethnic studies classroom one day, adding that his residency has shown him the importance of building community and trust among his students.\u003c/p>\n\u003cp>Yet, while Zamora believes his residency program is preparing him well, he said an ethnic studies credential may be necessary for a widespread rollout of ethnic studies courses. Currently, SJSU’s residency program takes only three to four students a year.\u003c/p>\n\u003cp>\"One of the students came up to us saying that our class was very diverse, bringing in perspectives of people of color. And then she mentioned that her history teacher … said it’s easier to teach history just through ‘the normal way,’ I guess the Eurocentric way,\" Zamora said. \"So I think a specific ethnic studies credential is probably needed.\"\u003c/p>\n\u003ch2>Training the current workforce\u003c/h2>\n\u003cp>As universities shape the next generation of ethnic studies teachers, districts are left with the challenge of preparing their current workforce to teach the subject.\u003c/p>\n\u003cp>In Elk Grove Unified School District, high schools have offered ethnic studies courses since 2020. But Robyn Rodriguez, a parent in the district and former Asian American studies professor at UC Davis, said she’s concerned that Sacramento-area schools may be placing social studies teachers in ethnic studies classrooms without adequate preparation for the subject.\u003c/p>\n\u003cp>\"You either see very watered-down versions of ethnic studies, or ethnic studies being very nominally implemented,\" she said.\u003c/p>\n\u003cp>Rodriguez’s son is only in second grade, but she said she is already supplementing his language arts curriculum with other reading because the texts assigned were not from diverse authors. As for what ethnic studies might look like by the time her son reaches high school, Rodriguez said, \"I’m absolutely worried.\"\u003c/p>\n\u003cfigure id=\"attachment_11945395\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11945395 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123.png\" alt=\"A white-presenting woman with long, dark curly hair and wearing a green top gestures with both hands as she stands and talks in front of students.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/ethnic-studies-02-103123-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Marisa Silvestri talks with students during her ethnic studies class at Santa Monica High School in Los Angeles on March 28, 2023. \u003ccite>(Lauren Justice/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Silvestri, the Santa Monica High School teacher, said she is torn about the necessity of an ethnic studies credential, adding that she would not want it to prevent interested and passionate teachers from teaching the subject. However, she said, the credential could help streamline the professional development opportunities she has needed to seek out independently over the past few years.\u003c/p>\n\u003cp>The University of California’s California History-Social Science Project works to support people like Silvestri who are teaching ethnic studies for the first time. Dominique Williams, the project’s ethnic studies coordinator, offers workshops educating teachers about the history of ethnic studies instruction and shows them how they can teach historical narratives from new perspectives.\u003c/p>\n\u003cp>Williams draws on her own experience transitioning from teaching English and social studies to ethnic studies in the Sacramento City Unified School District.\u003c/p>\n\u003cp>\"In hindsight, I think that there is more training that I could have had, that I’m now trying to make sure that teachers are getting as they start their own journeys,\" Williams said.\u003c/p>\n\u003cp>As the debate surrounding ethnic studies teacher preparation continues, Jayla Johnson-Lake, a sophomore at Santa Monica High School, said a passion for teaching is just as important as any credential. Johnson-Lake said Silvestri’s ethnic studies class has surpassed her expectations, introducing her to new facts, such as the details of Japanese concentration camps and how the Black Codes worked to restrict Black people’s rights in the post-Civil War era.\u003c/p>\n\u003cp>\"I believe it’s important to have a teacher who wants to teach the class,\" Johnson-Lake said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Megan Tagami is a fellow with the \u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">CalMatters College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists from across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11945355/california-is-about-to-require-ethnic-studies-in-high-school-should-teachers-get-special-training-to-teach-it","authors":["byline_news_11945355"],"categories":["news_18540","news_8"],"tags":["news_20013","news_19203","news_16"],"featImg":"news_11945396","label":"source_news_11945355"},"news_11918252":{"type":"posts","id":"news_11918252","meta":{"index":"posts_1591205157","site":"news","id":"11918252","score":null,"sort":[1656706759000]},"guestAuthors":[],"slug":"sf-filipino-community-mobilizes-to-preserve-unique-elementary-school-language-program","title":"SF Filipino Community Mobilizes to Preserve Unique Elementary School Language Program","publishDate":1656706759,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>Nikki Santiago paused on the steps of the San Francisco Unified School District headquarters in early June, fumbling for her notes, before taking the microphone. In front of her, a small crowd of parents and young children held colorful handmade signs that read, “Save Filipino Language Program at Longfellow.”\u003c/p>\n\u003cp>“This program has really helped my child blossom into the person that she is,” Santiago told the crowd, referring to her older daughter, who had just graduated from the program.[pullquote align=\"right\" size=\"medium\" citation=\"Nikki Santiago, SFUSD parent and organizer\"]'This program has really helped my child blossom into the person that she is. She used to be very, very reserved and now she’s not just a proud American, but she's a proud Filipino.'[/pullquote]“She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino,” Santiago added. “And that is really important for an immigrant like myself — to be able to represent my Filipino-ness outside my country and be proud and stand tall in a city that eats us up in the United States.”\u003c/p>\n\u003cp>A few weeks earlier, the families here had learned the district was planning to significantly downsize the Filipino language program at Longfellow Elementary School by combining its kindergarten and first grade classes, reducing the number of spots available by roughly half.\u003c/p>\n\u003cp>Located in San Francisco's Excelsior neighborhood, the school hosts a large Filipino student body. Its full-day language program is one of just a handful throughout the county offering an elementary school-level ethnic studies curriculum that focuses on Filipino culture and the Tagalog language.\u003c/p>\n\u003cp>Demonstrators at the rally that day were joined by a representative from their supervisor’s office, along with a school board member and the district superintendent, a show of support underscoring the political sway of their influential community.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\">\u003cimg class=\"size-full wp-image-11918617\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrate outside SFUSD headquarters on June 7, 2022, to protest the district's plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Santiago, like a number of other parents at the rally, had been trying to get her youngest daughter into the program this fall, but at that point had yet to hear back from the district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A professional chef, Santiago recently moved with her children to Fremont, but says she is willing to make the commute. Because there is no equivalent program in Fremont, she was able to apply for an interdistrict transfer to SFUSD so her daughter could attend Longfellow.\u003c/p>\n\u003cp>“To be in limbo now for my younger child and not know whether or not she’ll be afforded the same opportunity?” Santiago told the crowd. “As a parent, you just fight for what’s best for your kids, for what’s right.”\u003c/p>\n\u003cp>Santiago emigrated here from the Philippines when she was 18. She says growing up as a first-generation immigrant without the validation of her culture affected her self-confidence and made it harder for her to succeed.\u003c/p>\n\u003cp>The language program, she says, offers that validation, while also helping to strengthen the bond between children and their Filipino-born parents.\u003c/p>\n\u003cfigure id=\"attachment_11918622\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg class=\"size-full wp-image-11918622\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher wearing a mask speaks with young students outside. \" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School teacher Jeffrey Lapitan speaks with students at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You have to be able to also show the kids that you can be proud as an American, but you can also be proud as a Filipino in the United States. Because a lot of my identity crisis came from the fact that I felt very disconnected to my homeland, growing up in the Philippines and coming to the United States,” she told KQED. “And a lot of my logic still stems from the culture, the tradition, the history that I experienced as a Filipino in the Philippines.”[aside label=\"Related Stories\" postID=\"news_10666155,news_11823900,news_11883382\"]It’s one thing for parents to emphasize this at home, says Santiago, but when your kid’s public school honors your heritage, it sends a powerful message that you, too, belong.\u003c/p>\n\u003cp>And it's not just Filipino students who benefit from the program, says Laurie Hughes, a humanities teacher whose two grandsons attend. “What my grandson has learned in kindergarten, first, second and third grade totally makes sense for ethnic studies and high school. None of his background is Filipino. It doesn't make any difference. They're learning this amazing language and culture and history that is part of San Francisco in the district.”\u003c/p>\n\u003cp>Like many other school districts, San Francisco Unified is scrambling to figure out how to deal with \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-lost-about-7-of-its-public-school-17134833.php#:~:text=Enrollment%20at%20San%20Francisco%20public,7%25%20since%20before%20the%20pandemic.\">a significant drop in student enrollment\u003c/a> — one fueled in large part by the pandemic — that ultimately translates to less state funding. The district lost roughly 3,600 students, or 7% of its student body, in the 2019-2020 and 2021-22 school years, according to \u003ca href=\"https://www.cde.ca.gov/ds/ad/enrolldowndata.asp\">state education data\u003c/a>.\u003c/p>\n\u003cp>Outgoing SFUSD Superintendent Vincent Matthews, who attended the rally, told demonstrators the district is going through “huge budget issues.”\u003c/p>\n\u003cp>“One of the pushes from the state has been that we have to align our resources to the number of students,” he said, noting that the district was condensing the Longfellow language program because only about 20 students had signed up for it for next year — roughly half its capacity.\u003c/p>\n\u003cfigure id=\"attachment_11918623\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg class=\"size-full wp-image-11918623\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher sits on a desk in his classroom\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School Filipino-language program teacher Jeffrey Lapitan poses for a portrait at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials note that under-enrollment is not unique to this program — there were almost 1,700 unfilled elementary school language pathway spaces in the district in 2021-22. The district says it is trying to maintain existing pathway programs by combining classes, with the option of expanding them in the future if and when more students apply.\u003c/p>\n\u003cp>But advocates of the Longfellow program argue it has been consistently at capacity for much of its 10-year existence — up until the pandemic hit — and soon will be so again. They've recently reached out to families to encourage more students to enroll, and hundreds of people have signed a petition urging the district to lift the new enrollment cap.\u003c/p>\n\u003cp>“Filipinos have contributed to this community for years and decades. And it's very personal to me,” said Santiago, who is helping lead the organizing effort. “It's really, really backwards of the district to do it, kind of like hush-hush. They didn't even give a warning.”\u003c/p>\n\u003cp>Teachers in the program mobilized first, alerting parents. Jeffrey Lapitan, who teaches kindergarten in the program, says parents activated quickly, using the remote networks they had formed during the pandemic.\u003c/p>\n\u003cp>“They made it a real big point for them to organize themselves through email, through texting. They have their own little text thread group for organizing playdates and things like that,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11918624\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\">\u003cimg class=\"size-full wp-image-11918624\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\" alt=\"A woman stands in front of an elementary school.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nikki Santiago poses for a portrait outside Longfellow Elementary School in San Francisco on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of those teachers and students volunteered to make the buttons everyone wore to the rally, Lapitan says. “So really, just using those personal connections.”\u003c/p>\n\u003cp>Parents also contacted \u003ca href=\"http://www.pepsf.org/pep-at-longfellow.html\">Pin@y Educational Partnerships\u003c/a>, part of a larger network of Filipino ethnic studies classes at local colleges and several high schools that was founded by San Francisco State students. And they notified the Filipino Community Center, created out of a Filipino workers rights’ movement in 2005, which had the line to Supervisor Ahsha Safaí, who represents the Excelsior.\u003c/p>\n\u003cp>Santiago says she was a community organizer in college but hadn’t taken to the streets in protest since having children. Now she was coming up with slogans for the signs and joining committees in planning the rally and the social media push.\u003c/p>\n\u003cp>That organizing instinct, she says, is deeply rooted in a long history of Filipino activism in San Francisco and California. It’s a history she can recite easily, from the trailblazing Filipino organizers who helped \u003ca href=\"https://www.kqed.org/news/10666155/50-years-later-the-forgotten-origins-of-the-historic-delano-grape-strike\">lead the fight for farmworkers rights\u003c/a> in the 1960s, to the movement, the next decade, to save the \u003ca href=\"https://www.foundsf.org/index.php?title=The_Battle_for_the_International_Hotel\">International Hotel\u003c/a>, a low-income apartment building in the heart of San Francisco’s Manilatown.\u003c/p>\n\u003cp>“We're scrappers. We're used to being in front of the fight,” she said. “So to say that this fight is over, I think that's neglecting the history of how Filipinos are just relentless.”\u003c/p>\n\u003cp>In late June, Santiago finally learned her daughter had been accepted at Longfellow. But some other families she knows were not as fortunate.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is separating our communities,” she said. “And we are going to continue speaking up on this issue until it's righted.”\u003c/p>\n\n","blocks":[],"excerpt":"Families are organizing to maintain the unique Filipino language and cultural program following the San Francisco school district's decision to downsize it as a cost-saving measure.","status":"publish","parent":0,"modified":1656743663,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1501},"headData":{"title":"SF Filipino Community Mobilizes to Preserve Unique Elementary School Language Program | KQED","description":"Families are organizing to maintain the unique Filipino language and cultural program following the San Francisco school district's decision to downsize it as a cost-saving measure.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11918252 https://ww2.kqed.org/news/?p=11918252","disqusUrl":"https://ww2.kqed.org/news/2022/07/01/sf-filipino-community-mobilizes-to-preserve-unique-elementary-school-language-program/","disqusTitle":"SF Filipino Community Mobilizes to Preserve Unique Elementary School Language Program","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-4[…]f-aaef00f5a073/615a1856-29be-4358-82f1-aebd012891bf/audio.mp3","excludeFromSiteSearch":"Include","path":"/news/11918252/sf-filipino-community-mobilizes-to-preserve-unique-elementary-school-language-program","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nikki Santiago paused on the steps of the San Francisco Unified School District headquarters in early June, fumbling for her notes, before taking the microphone. In front of her, a small crowd of parents and young children held colorful handmade signs that read, “Save Filipino Language Program at Longfellow.”\u003c/p>\n\u003cp>“This program has really helped my child blossom into the person that she is,” Santiago told the crowd, referring to her older daughter, who had just graduated from the program.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'This program has really helped my child blossom into the person that she is. She used to be very, very reserved and now she’s not just a proud American, but she's a proud Filipino.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Nikki Santiago, SFUSD parent and organizer","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“She used to be very, very reserved and now she’s not just a proud American, but she’s a proud Filipino,” Santiago added. “And that is really important for an immigrant like myself — to be able to represent my Filipino-ness outside my country and be proud and stand tall in a city that eats us up in the United States.”\u003c/p>\n\u003cp>A few weeks earlier, the families here had learned the district was planning to significantly downsize the Filipino language program at Longfellow Elementary School by combining its kindergarten and first grade classes, reducing the number of spots available by roughly half.\u003c/p>\n\u003cp>Located in San Francisco's Excelsior neighborhood, the school hosts a large Filipino student body. Its full-day language program is one of just a handful throughout the county offering an elementary school-level ethnic studies curriculum that focuses on Filipino culture and the Tagalog language.\u003c/p>\n\u003cp>Demonstrators at the rally that day were joined by a representative from their supervisor’s office, along with a school board member and the district superintendent, a show of support underscoring the political sway of their influential community.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\">\u003cimg class=\"size-full wp-image-11918617\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrate outside SFUSD headquarters on June 7, 2022, to protest the district's plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Santiago, like a number of other parents at the rally, had been trying to get her youngest daughter into the program this fall, but at that point had yet to hear back from the district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A professional chef, Santiago recently moved with her children to Fremont, but says she is willing to make the commute. Because there is no equivalent program in Fremont, she was able to apply for an interdistrict transfer to SFUSD so her daughter could attend Longfellow.\u003c/p>\n\u003cp>“To be in limbo now for my younger child and not know whether or not she’ll be afforded the same opportunity?” Santiago told the crowd. “As a parent, you just fight for what’s best for your kids, for what’s right.”\u003c/p>\n\u003cp>Santiago emigrated here from the Philippines when she was 18. She says growing up as a first-generation immigrant without the validation of her culture affected her self-confidence and made it harder for her to succeed.\u003c/p>\n\u003cp>The language program, she says, offers that validation, while also helping to strengthen the bond between children and their Filipino-born parents.\u003c/p>\n\u003cfigure id=\"attachment_11918622\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg class=\"size-full wp-image-11918622\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher wearing a mask speaks with young students outside. \" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56780_006_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School teacher Jeffrey Lapitan speaks with students at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You have to be able to also show the kids that you can be proud as an American, but you can also be proud as a Filipino in the United States. Because a lot of my identity crisis came from the fact that I felt very disconnected to my homeland, growing up in the Philippines and coming to the United States,” she told KQED. “And a lot of my logic still stems from the culture, the tradition, the history that I experienced as a Filipino in the Philippines.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_10666155,news_11823900,news_11883382"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>It’s one thing for parents to emphasize this at home, says Santiago, but when your kid’s public school honors your heritage, it sends a powerful message that you, too, belong.\u003c/p>\n\u003cp>And it's not just Filipino students who benefit from the program, says Laurie Hughes, a humanities teacher whose two grandsons attend. “What my grandson has learned in kindergarten, first, second and third grade totally makes sense for ethnic studies and high school. None of his background is Filipino. It doesn't make any difference. They're learning this amazing language and culture and history that is part of San Francisco in the district.”\u003c/p>\n\u003cp>Like many other school districts, San Francisco Unified is scrambling to figure out how to deal with \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-lost-about-7-of-its-public-school-17134833.php#:~:text=Enrollment%20at%20San%20Francisco%20public,7%25%20since%20before%20the%20pandemic.\">a significant drop in student enrollment\u003c/a> — one fueled in large part by the pandemic — that ultimately translates to less state funding. The district lost roughly 3,600 students, or 7% of its student body, in the 2019-2020 and 2021-22 school years, according to \u003ca href=\"https://www.cde.ca.gov/ds/ad/enrolldowndata.asp\">state education data\u003c/a>.\u003c/p>\n\u003cp>Outgoing SFUSD Superintendent Vincent Matthews, who attended the rally, told demonstrators the district is going through “huge budget issues.”\u003c/p>\n\u003cp>“One of the pushes from the state has been that we have to align our resources to the number of students,” he said, noting that the district was condensing the Longfellow language program because only about 20 students had signed up for it for next year — roughly half its capacity.\u003c/p>\n\u003cfigure id=\"attachment_11918623\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\">\u003cimg class=\"size-full wp-image-11918623\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg\" alt=\"A teacher sits on a desk in his classroom\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56775_002_KQED_JeffreyLapitanLongfellowElem_06232022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Longfellow Elementary School Filipino-language program teacher Jeffrey Lapitan poses for a portrait at the school on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials note that under-enrollment is not unique to this program — there were almost 1,700 unfilled elementary school language pathway spaces in the district in 2021-22. The district says it is trying to maintain existing pathway programs by combining classes, with the option of expanding them in the future if and when more students apply.\u003c/p>\n\u003cp>But advocates of the Longfellow program argue it has been consistently at capacity for much of its 10-year existence — up until the pandemic hit — and soon will be so again. They've recently reached out to families to encourage more students to enroll, and hundreds of people have signed a petition urging the district to lift the new enrollment cap.\u003c/p>\n\u003cp>“Filipinos have contributed to this community for years and decades. And it's very personal to me,” said Santiago, who is helping lead the organizing effort. “It's really, really backwards of the district to do it, kind of like hush-hush. They didn't even give a warning.”\u003c/p>\n\u003cp>Teachers in the program mobilized first, alerting parents. Jeffrey Lapitan, who teaches kindergarten in the program, says parents activated quickly, using the remote networks they had formed during the pandemic.\u003c/p>\n\u003cp>“They made it a real big point for them to organize themselves through email, through texting. They have their own little text thread group for organizing playdates and things like that,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11918624\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\">\u003cimg class=\"size-full wp-image-11918624\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg\" alt=\"A woman stands in front of an elementary school.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56787_007_KQED_NikkiSantiagoLongfellowElem_06232022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nikki Santiago poses for a portrait outside Longfellow Elementary School in San Francisco on June 23, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of those teachers and students volunteered to make the buttons everyone wore to the rally, Lapitan says. “So really, just using those personal connections.”\u003c/p>\n\u003cp>Parents also contacted \u003ca href=\"http://www.pepsf.org/pep-at-longfellow.html\">Pin@y Educational Partnerships\u003c/a>, part of a larger network of Filipino ethnic studies classes at local colleges and several high schools that was founded by San Francisco State students. And they notified the Filipino Community Center, created out of a Filipino workers rights’ movement in 2005, which had the line to Supervisor Ahsha Safaí, who represents the Excelsior.\u003c/p>\n\u003cp>Santiago says she was a community organizer in college but hadn’t taken to the streets in protest since having children. Now she was coming up with slogans for the signs and joining committees in planning the rally and the social media push.\u003c/p>\n\u003cp>That organizing instinct, she says, is deeply rooted in a long history of Filipino activism in San Francisco and California. It’s a history she can recite easily, from the trailblazing Filipino organizers who helped \u003ca href=\"https://www.kqed.org/news/10666155/50-years-later-the-forgotten-origins-of-the-historic-delano-grape-strike\">lead the fight for farmworkers rights\u003c/a> in the 1960s, to the movement, the next decade, to save the \u003ca href=\"https://www.foundsf.org/index.php?title=The_Battle_for_the_International_Hotel\">International Hotel\u003c/a>, a low-income apartment building in the heart of San Francisco’s Manilatown.\u003c/p>\n\u003cp>“We're scrappers. We're used to being in front of the fight,” she said. “So to say that this fight is over, I think that's neglecting the history of how Filipinos are just relentless.”\u003c/p>\n\u003cp>In late June, Santiago finally learned her daughter had been accepted at Longfellow. But some other families she knows were not as fortunate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is separating our communities,” she said. “And we are going to continue speaking up on this issue until it's righted.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11918252/sf-filipino-community-mobilizes-to-preserve-unique-elementary-school-language-program","authors":["231"],"categories":["news_8"],"tags":["news_20013","news_19203","news_20855","news_29771","news_1290","news_6080"],"featImg":"news_11918625","label":"news"},"news_11896341":{"type":"posts","id":"news_11896341","meta":{"index":"posts_1591205157","site":"news","id":"11896341","score":null,"sort":[1637198285000]},"guestAuthors":[],"slug":"berkeley-highs-dana-moran-was-championing-ethnic-studies-decades-before-california-considered-requiring-it","title":"Berkeley High's Dana Moran Was Teaching Ethnic Studies Decades Before California Required It","publishDate":1637198285,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>Amid raging national debates over how history is taught in schools, \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">California last month became one of the first states to eventually require all high school students to complete a semester of ethnic studies to graduate\u003c/a>.\u003c/p>\n\u003cp>The new law — \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101 \u003c/a>— mandates all public and charter high schools in the state, starting in the 2025-26 school year, to offer at least one ethnic studies class. Taking the course will be a prerequisite for graduation beginning with the class of 2030.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Abby Sanchez, Berkeley High School alum']'We talked a lot about identity formation. And that hit super-personally and changed the way I totally perceived myself — the beauty of having both one foot in Latin culture and one foot in U.S. culture, and how that experience is so unique, but so common.'[/pullquote]But under the new law, not much will change at Berkeley High School, an early adopter of ethnic studies classes. Nearly 30 years ago, the school became one of the first in the country to require its ninth graders to take a semester-long class exploring the dynamics of race, discrimination, privilege and gender.\u003c/p>\n\u003cp>Abby Sanchez, now a sophomore at Barnard College in New York, reflected on her experience taking the ethnic studies class when she was in ninth grade at Berkeley High.\u003c/p>\n\u003cp>\"This class really attacks this fundamental ideology that a ton of Americans have, that America has done no wrong and does nothing but spread this idea of freedom and whatnot, and attacking that bias,\" she told KQED. \"I remember in ethnic studies, we talked a lot about identity formation. And that hit super-personally and changed the way I totally perceived myself — the beauty of having both one foot in Latin culture and one foot in U.S. culture, and how that experience is so unique, but so common.\"\u003c/p>\n\u003cp>In 1993, Dana Moran, a Berkeley High alum, began teaching ethnic studies at the school, and went on to develop a more comprehensive curriculum.\u003c/p>\n\u003cp>KQED reporter Alexander Gonzalez recently spoke with Moran about how ethnic studies curricula have changed over the years and the impact the new state mandate could have on millions of high school students across California.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Alexander Gonzalez: How did you get involved in this work?\u003c/strong>\u003c/p>\n\u003cp>So, I've been teaching for a really long time. I started my teaching career in Los Angeles, actually in LA Unified. And when I was teaching there (and also working as a \"diversity trainer\"), Berkeley High started its ethnic studies requirement and I got recruited by the principal at the time to come ... specifically to teach the course. I'm a graduate of Berkeley High, so it was intriguing, and I came back and started teaching ethnic studies in 1993 — and I've been doing it ever since.\u003c/p>\n\u003cp>Another sort of funny thing about that is [Berkeley High at the time] was having some difficulties and they hired me as — you're not going to believe this — my actual job title was \"racial harmony coordinator.\" I wanted to make a plaque and put it on the door — it was just so funny.\u003c/p>\n\u003cp>I was given one period a day to create racial harmony at Berkeley High, which I didn't do. So they eliminated the position [but let me continue teaching ethnic studies].\u003c/p>\n\u003cfigure id=\"attachment_11896611\" class=\"wp-caption aligncenter\" style=\"max-width: 1068px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png\">\u003cimg class=\"wp-image-11896611 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png\" alt=\"A black-and-white photo of a group of high school students.\" width=\"1068\" height=\"826\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png 1068w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-800x619.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-1020x789.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-160x124.png 160w\" sizes=\"(max-width: 1068px) 100vw, 1068px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 1991 yearbook photo of Students Together Opposing Prejudice (STOP), a group of Berkeley High School students who helped establish the school's ethnic studies requirement. \u003ccite>(Courtesy of Berkeley High School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>How has the course evolved over the many years you've been teaching it?\u003c/b>\u003c/p>\n\u003cp>When we first started teaching ethnic studies, it was a one-semester course and we were supposed to cover African American, Asian American, Chicano/Latino, Native American and Jewish American experiences. And that meant about three weeks per group.[aside postID='news_11870309,news_11891396,news_11865712' label='Related Posts']The longer we did it, the more unworkable it seemed, and sort of disingenuous and maybe even disrespectful. It just felt like checking boxes in a way that didn't feel very authentic. And so now I think we try to frame our ethnic studies classes. We're very different from some of the other ways that people talk about ethnic studies. I know, for example, in Tucson [in Arizona] and in San Francisco Unified, it's very based in and grounded in certain groups' experiences.\u003c/p>\n\u003cp>Ours is a lot more, I would say, like an intro ethnic studies class at the college level, where we're introducing a lot more conceptual stuff. We just finished our culture unit and we were talking about cultural appropriation versus cultural appreciation and cultural assimilation. And then we sort of talk to kids about race as a social construct, and power and privilege and how people get that and how people are denied that. [We talk about] resistance movements, ways that people have in the past resisted systemic racism or attempted to dismantle it.\u003c/p>\n\u003cp>We use current events or historical events as case studies, but we don't try to say, 'Oh, we're going to teach you everything you need to know about African Americans in this one-semester class.'\u003c/p>\n\u003cp>\u003cb>Has your class recently focused more on the issue of systemic racism, especially since the national uprisings and racial reckoning sparked by George Floyd's murder last year?\u003c/b>\u003c/p>\n\u003cp>I sort of feel like we've been doing it forever at Berkeley High anyway. I've been teaching \"The New Jim Crow\" forever. We'll talk about voter suppression, we'll talk about mass incarceration, and because here in California there's been so much anti-Asian and anti-Latino history, we'll talk about that, too.\u003c/p>\n\u003cp>So they understand that racism is not just a Black and white thing, that there are all these other people who have dealt with very, very similar things. And that [with] the systems that are in place, racism isn't just like name-calling and people being mean to each other, and if you're just nicer to each other, then everything will be fine.\u003c/p>\n\u003cp>I think it's easier for us to connect, certainly to current events. But I feel like it's a framing that we've had for a really long time.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you're an educational specialist in uncomfortable conversations. Would that be a fair way to put it?\u003c/strong>\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Dana Moran, Berkeley High ethnic studies teacher\"]'What we really want to do is get them all involved in these conversations about how none of us made these systems, but all of us are inheriting these systems. ... So how and why were these systems set up and what can we do about them moving forward?'[/pullquote]Yes, very much so. We try to make it so that it is safe for kids to have these conversations. We're not trying to make all the white kids feel bad for slavery or other things that just are so unproductive and don't get anybody anywhere. And we're also not trying to stir up rage among other communities of color.\u003c/p>\n\u003cp>So what we really want to do is get them all involved in these conversations about how none of us made these systems, but all of us are inheriting these systems. So what is it that we think any of us can do about it? And I think that's our goal: to get everybody realizing that none of us like it. And all of us want to do something about it. So how and why were these systems set up and what can we do about them moving forward?\u003c/p>\n\u003cp>\u003cstrong>It's cool to hear that this is already being taught in high school as early as ninth grade. \u003c/strong>\u003c/p>\n\u003cp>[The students] are so lucky, they have no idea. We give them a framework and some language for understanding some pretty complex things. I feel like when our students go out into the world and go to college, they understand a lot more about the world, I think, than a lot of other students. And they certainly report back to us that this is true. Like, they take classes and they're like, 'People have never heard of white privilege or people don't understand systemic racism.' Their peers in college have never heard of these things, have never talked about these things, have never thought about these things and their role in all of this or their place in a multiethnic world. And Berkeley High students have been thinking and talking about that for four years already.\u003c/p>\n\u003cp>So I feel like they're really prepared for a lot of things that are introduced to them in college. Where other students are kind of going, 'Oh, my God, I've never heard of this before,' our students are like, 'Yeah, we talked about this in ninth grade.'\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"For nearly 30 years, Dana Moran has been teaching ethnic studies courses at Berkeley High School, long before the state ever considered making it a high school graduation requirement.","status":"publish","parent":0,"modified":1637277761,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1510},"headData":{"title":"Berkeley High's Dana Moran Was Teaching Ethnic Studies Decades Before California Required It | KQED","description":"For nearly 30 years, Dana Moran has been teaching ethnic studies courses at Berkeley High School, long before the state ever considered making it a high school graduation requirement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11896341 https://ww2.kqed.org/news/?p=11896341","disqusUrl":"https://ww2.kqed.org/news/2021/11/17/berkeley-highs-dana-moran-was-championing-ethnic-studies-decades-before-california-considered-requiring-it/","disqusTitle":"Berkeley High's Dana Moran Was Teaching Ethnic Studies Decades Before California Required It","audioUrl":"https://omny.fm/shows/kqed-segmented-audio/berkeley-unified-plans-to-expand-ethnic-studies-be.mp3","excludeFromSiteSearch":"Include","path":"/news/11896341/berkeley-highs-dana-moran-was-championing-ethnic-studies-decades-before-california-considered-requiring-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid raging national debates over how history is taught in schools, \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">California last month became one of the first states to eventually require all high school students to complete a semester of ethnic studies to graduate\u003c/a>.\u003c/p>\n\u003cp>The new law — \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101 \u003c/a>— mandates all public and charter high schools in the state, starting in the 2025-26 school year, to offer at least one ethnic studies class. Taking the course will be a prerequisite for graduation beginning with the class of 2030.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'We talked a lot about identity formation. And that hit super-personally and changed the way I totally perceived myself — the beauty of having both one foot in Latin culture and one foot in U.S. culture, and how that experience is so unique, but so common.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Abby Sanchez, Berkeley High School alum","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But under the new law, not much will change at Berkeley High School, an early adopter of ethnic studies classes. Nearly 30 years ago, the school became one of the first in the country to require its ninth graders to take a semester-long class exploring the dynamics of race, discrimination, privilege and gender.\u003c/p>\n\u003cp>Abby Sanchez, now a sophomore at Barnard College in New York, reflected on her experience taking the ethnic studies class when she was in ninth grade at Berkeley High.\u003c/p>\n\u003cp>\"This class really attacks this fundamental ideology that a ton of Americans have, that America has done no wrong and does nothing but spread this idea of freedom and whatnot, and attacking that bias,\" she told KQED. \"I remember in ethnic studies, we talked a lot about identity formation. And that hit super-personally and changed the way I totally perceived myself — the beauty of having both one foot in Latin culture and one foot in U.S. culture, and how that experience is so unique, but so common.\"\u003c/p>\n\u003cp>In 1993, Dana Moran, a Berkeley High alum, began teaching ethnic studies at the school, and went on to develop a more comprehensive curriculum.\u003c/p>\n\u003cp>KQED reporter Alexander Gonzalez recently spoke with Moran about how ethnic studies curricula have changed over the years and the impact the new state mandate could have on millions of high school students across California.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Alexander Gonzalez: How did you get involved in this work?\u003c/strong>\u003c/p>\n\u003cp>So, I've been teaching for a really long time. I started my teaching career in Los Angeles, actually in LA Unified. And when I was teaching there (and also working as a \"diversity trainer\"), Berkeley High started its ethnic studies requirement and I got recruited by the principal at the time to come ... specifically to teach the course. I'm a graduate of Berkeley High, so it was intriguing, and I came back and started teaching ethnic studies in 1993 — and I've been doing it ever since.\u003c/p>\n\u003cp>Another sort of funny thing about that is [Berkeley High at the time] was having some difficulties and they hired me as — you're not going to believe this — my actual job title was \"racial harmony coordinator.\" I wanted to make a plaque and put it on the door — it was just so funny.\u003c/p>\n\u003cp>I was given one period a day to create racial harmony at Berkeley High, which I didn't do. So they eliminated the position [but let me continue teaching ethnic studies].\u003c/p>\n\u003cfigure id=\"attachment_11896611\" class=\"wp-caption aligncenter\" style=\"max-width: 1068px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png\">\u003cimg class=\"wp-image-11896611 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png\" alt=\"A black-and-white photo of a group of high school students.\" width=\"1068\" height=\"826\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice.png 1068w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-800x619.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-1020x789.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/STOP-students-together-opposing-prejudice-160x124.png 160w\" sizes=\"(max-width: 1068px) 100vw, 1068px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 1991 yearbook photo of Students Together Opposing Prejudice (STOP), a group of Berkeley High School students who helped establish the school's ethnic studies requirement. \u003ccite>(Courtesy of Berkeley High School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>How has the course evolved over the many years you've been teaching it?\u003c/b>\u003c/p>\n\u003cp>When we first started teaching ethnic studies, it was a one-semester course and we were supposed to cover African American, Asian American, Chicano/Latino, Native American and Jewish American experiences. And that meant about three weeks per group.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11870309,news_11891396,news_11865712","label":"Related Posts "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The longer we did it, the more unworkable it seemed, and sort of disingenuous and maybe even disrespectful. It just felt like checking boxes in a way that didn't feel very authentic. And so now I think we try to frame our ethnic studies classes. We're very different from some of the other ways that people talk about ethnic studies. I know, for example, in Tucson [in Arizona] and in San Francisco Unified, it's very based in and grounded in certain groups' experiences.\u003c/p>\n\u003cp>Ours is a lot more, I would say, like an intro ethnic studies class at the college level, where we're introducing a lot more conceptual stuff. We just finished our culture unit and we were talking about cultural appropriation versus cultural appreciation and cultural assimilation. And then we sort of talk to kids about race as a social construct, and power and privilege and how people get that and how people are denied that. [We talk about] resistance movements, ways that people have in the past resisted systemic racism or attempted to dismantle it.\u003c/p>\n\u003cp>We use current events or historical events as case studies, but we don't try to say, 'Oh, we're going to teach you everything you need to know about African Americans in this one-semester class.'\u003c/p>\n\u003cp>\u003cb>Has your class recently focused more on the issue of systemic racism, especially since the national uprisings and racial reckoning sparked by George Floyd's murder last year?\u003c/b>\u003c/p>\n\u003cp>I sort of feel like we've been doing it forever at Berkeley High anyway. I've been teaching \"The New Jim Crow\" forever. We'll talk about voter suppression, we'll talk about mass incarceration, and because here in California there's been so much anti-Asian and anti-Latino history, we'll talk about that, too.\u003c/p>\n\u003cp>So they understand that racism is not just a Black and white thing, that there are all these other people who have dealt with very, very similar things. And that [with] the systems that are in place, racism isn't just like name-calling and people being mean to each other, and if you're just nicer to each other, then everything will be fine.\u003c/p>\n\u003cp>I think it's easier for us to connect, certainly to current events. But I feel like it's a framing that we've had for a really long time.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you're an educational specialist in uncomfortable conversations. Would that be a fair way to put it?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'What we really want to do is get them all involved in these conversations about how none of us made these systems, but all of us are inheriting these systems. ... So how and why were these systems set up and what can we do about them moving forward?'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Dana Moran, Berkeley High ethnic studies teacher","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Yes, very much so. We try to make it so that it is safe for kids to have these conversations. We're not trying to make all the white kids feel bad for slavery or other things that just are so unproductive and don't get anybody anywhere. And we're also not trying to stir up rage among other communities of color.\u003c/p>\n\u003cp>So what we really want to do is get them all involved in these conversations about how none of us made these systems, but all of us are inheriting these systems. So what is it that we think any of us can do about it? And I think that's our goal: to get everybody realizing that none of us like it. And all of us want to do something about it. So how and why were these systems set up and what can we do about them moving forward?\u003c/p>\n\u003cp>\u003cstrong>It's cool to hear that this is already being taught in high school as early as ninth grade. \u003c/strong>\u003c/p>\n\u003cp>[The students] are so lucky, they have no idea. We give them a framework and some language for understanding some pretty complex things. I feel like when our students go out into the world and go to college, they understand a lot more about the world, I think, than a lot of other students. And they certainly report back to us that this is true. Like, they take classes and they're like, 'People have never heard of white privilege or people don't understand systemic racism.' Their peers in college have never heard of these things, have never talked about these things, have never thought about these things and their role in all of this or their place in a multiethnic world. And Berkeley High students have been thinking and talking about that for four years already.\u003c/p>\n\u003cp>So I feel like they're really prepared for a lot of things that are introduced to them in college. Where other students are kind of going, 'Oh, my God, I've never heard of this before,' our students are like, 'Yeah, we talked about this in ninth grade.'\u003cbr>\n\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11896341/berkeley-highs-dana-moran-was-championing-ethnic-studies-decades-before-california-considered-requiring-it","authors":["11784","11724"],"categories":["news_18540","news_8"],"tags":["news_30245","news_20013","news_19203","news_28497"],"featImg":"news_11896409","label":"news"},"news_11891396":{"type":"posts","id":"news_11891396","meta":{"index":"posts_1591205157","site":"news","id":"11891396","score":null,"sort":[1633738540000]},"guestAuthors":[],"slug":"new-california-law-will-require-ethnic-studies-class-for-high-schoolers","title":"New California Law to Require Ethnic Studies Class for High Schoolers","publishDate":1633738540,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>California high school students will have to complete a semester of ethnic studies in order to graduate, starting with the class of 2030.\u003c/p>\n\u003cp>That new secondary school requirement, among the first in the nation, was signed into law Friday by Gov. Gavin Newsom, who said the courses will enable students to learn their own stories as well as those of their classmates.\u003c/p>\n\u003cp>\"A number of studies have shown that these courses boost student achievement over the long run — especially among students of color,\" he said in a statement.\u003c/p>\n\u003cp>The new law requires all public high schools in the state to offer at least one ethnic studies course, starting in the 2025-26 school year.\u003c/p>\n\u003cp>Newsom's signature marks a major victory for Assemblymember Jose Medina, D-Riverside, who co\u003cstrong>-\u003c/strong>authored the legislation, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, after his previous efforts were twice vetoed — \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">last year by Newsom\u003c/a>, who said more work was needed on the curriculum, and \u003ca href=\"https://www.pe.com/2018/10/02/gov-brown-rejects-ethnic-studies-bill-saying-high-school-students-are-overburdened/\">in 2018 by then-Gov. Jerry Brown\u003c/a>, who was reluctant to create additional graduation requirements.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Medina said the ethnic studies requirement is long overdue.\u003c/p>\n\u003cp>“It’s been a long wait,” said Medina. “I think schools are ready now to make curriculum that is more equitable and more reflective of social justice.”\u003c/p>\n\u003cp>Medina said America’s wider discussion of race and racism since the murder of George Floyd last year makes such a curriculum more important than ever.\u003c/p>\n\u003cp>The ethnic studies movement has its roots in California, where students protested in the late 1960s at San Francisco State University and UC Berkeley to demand courses in African American, Chicano, Asian American and Native American studies.\u003c/p>\n\u003cp>Earlier this year, the state Board of Education approved a model ethnic studies curriculum that offers dozens of suggested lesson plans and instructional approaches. But to the concern of some advocates, the curriculum is not mandatory: Schools can pick and choose lesson plans or use it as a guide to design their own, as long as they don't promote, directly or indirectly, any bias or discrimination against any group of people.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ethnic-studies\"]The curriculum underwent several drafts over three years and was subject to heated debate before \u003ca href=\"https://apnews.com/article/race-and-ethnicity-discrimination-california-f0eb208ca8186466b9271cbc61fa5c2c\">winning approval in March\u003c/a>.\u003c/p>\n\u003cp>An initial 2019 draft of the model curriculum drew widespread criticism from those who claimed it was left-wing, anti-Semitic and not inclusive enough. At the time, state Board of Education President Linda Darling-Hammond called for a major overhaul.\u003c/p>\n\u003cp>\"A model curriculum should be accurate, free of bias, appropriate for all learners in our diverse state, and align with Governor Newsom’s vision of a California for all,\" she said in a 2019 statement. \"The current draft model curriculum falls short and needs to be substantially redesigned.\"\u003c/p>\n\u003cp>The new version focuses on four historically marginalized groups that are central to college-level ethnic studies: African Americans, Chicanos and other Latinos, Asian Americans and Pacific Islanders and Native Americans. It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, groups who were largely left out of the previously drafted curriculum.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond has championed the model curriculum as a way to help students of color see themselves reflected in what they learn, and also to learn about their own histories.\u003c/p>\n\u003cp>The legislation adds the completion of an ethnic studies course to other standard graduation requirements, including three years of English and social studies, two years of math and science, among others. It gives a few years' lag time so schools can prepare.\u003c/p>\n\u003cp>“Schools can’t just flip the switch and be ready. This gives school districts plenty of time to get their curriculum in place and hire well-qualified teachers to teach these classes,” Medina said.\u003c/p>\n\u003cp>Several of California’s largest districts \u003ca href=\"https://www.kqed.org/news/11870309/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve\">already have begun offering ethnic studies courses\u003c/a>, with some making them a graduation requirement. Among the trailblazers is the Fresno Unified School District, which this year began requiring its students to complete a 10-credit, two-semester ethnic studies course. Meanwhile, Los Angeles Unified plans to fully implement ethnic studies as a graduation requirement by 2023-24.\u003c/p>\n\u003cp>In San Francisco, where high schools have offered ethnic studies as an elective since 2015, students will be required to take two semesters of ethnic studies courses to graduate, starting in 2028.\u003c/p>\n\u003cp>Ethnic studies also was made a requirement this year for the state's community college students seeking an associate's degree.\u003c/p>\n\u003cp>Other states have taken different approaches. Oregon is developing ethnic studies standards for its social studies curriculum and, beginning this year, requires the subject in K-12 curriculum. Last year, Connecticut approved a law requiring all high schools to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>Several GOP-led states have taken the opposite tack, banning the teaching of so-called \u003ca href=\"https://apnews.com/article/what-is-critical-race-theory-08f5d0a0489c7d6eab7d9a238365d2c1\">critical race theory\u003c/a> in K-12 schools or limiting how teachers can discuss racism and sexism in the classroom.\u003c/p>\n\u003cp>Educators say it is fitting that California has taken a lead in ethnic studies legislation, and that it's long overdue. More than three-quarters of California’s 6 million public school students are not white.\u003c/p>\n\u003cp>“At a time when some states are retreating from an accurate discussion of our history, I am proud that California continues to lead in its teaching of ethnic studies,” Secretary of State Shirley Weber, a former academic who created an ethnic studies program at San Diego State University in the 1970s, said in a statement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting from Jocelyn Gecker of The Associated Press.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Gov. Gavin Newsom signed the bill Friday, making California among the first in the nation to require high school students to take a semester of ethnic studies in order to graduate.","status":"publish","parent":0,"modified":1633972882,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":947},"headData":{"title":"New California Law to Require Ethnic Studies Class for High Schoolers | KQED","description":"Gov. Gavin Newsom signed the bill Friday, making California among the first in the nation to require high school students to take a semester of ethnic studies in order to graduate.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11891396 https://ww2.kqed.org/news/?p=11891396","disqusUrl":"https://ww2.kqed.org/news/2021/10/08/new-california-law-will-require-ethnic-studies-class-for-high-schoolers/","disqusTitle":"New California Law to Require Ethnic Studies Class for High Schoolers","path":"/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>California high school students will have to complete a semester of ethnic studies in order to graduate, starting with the class of 2030.\u003c/p>\n\u003cp>That new secondary school requirement, among the first in the nation, was signed into law Friday by Gov. Gavin Newsom, who said the courses will enable students to learn their own stories as well as those of their classmates.\u003c/p>\n\u003cp>\"A number of studies have shown that these courses boost student achievement over the long run — especially among students of color,\" he said in a statement.\u003c/p>\n\u003cp>The new law requires all public high schools in the state to offer at least one ethnic studies course, starting in the 2025-26 school year.\u003c/p>\n\u003cp>Newsom's signature marks a major victory for Assemblymember Jose Medina, D-Riverside, who co\u003cstrong>-\u003c/strong>authored the legislation, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, after his previous efforts were twice vetoed — \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">last year by Newsom\u003c/a>, who said more work was needed on the curriculum, and \u003ca href=\"https://www.pe.com/2018/10/02/gov-brown-rejects-ethnic-studies-bill-saying-high-school-students-are-overburdened/\">in 2018 by then-Gov. Jerry Brown\u003c/a>, who was reluctant to create additional graduation requirements.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Medina said the ethnic studies requirement is long overdue.\u003c/p>\n\u003cp>“It’s been a long wait,” said Medina. “I think schools are ready now to make curriculum that is more equitable and more reflective of social justice.”\u003c/p>\n\u003cp>Medina said America’s wider discussion of race and racism since the murder of George Floyd last year makes such a curriculum more important than ever.\u003c/p>\n\u003cp>The ethnic studies movement has its roots in California, where students protested in the late 1960s at San Francisco State University and UC Berkeley to demand courses in African American, Chicano, Asian American and Native American studies.\u003c/p>\n\u003cp>Earlier this year, the state Board of Education approved a model ethnic studies curriculum that offers dozens of suggested lesson plans and instructional approaches. But to the concern of some advocates, the curriculum is not mandatory: Schools can pick and choose lesson plans or use it as a guide to design their own, as long as they don't promote, directly or indirectly, any bias or discrimination against any group of people.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related coverage ","tag":"ethnic-studies"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The curriculum underwent several drafts over three years and was subject to heated debate before \u003ca href=\"https://apnews.com/article/race-and-ethnicity-discrimination-california-f0eb208ca8186466b9271cbc61fa5c2c\">winning approval in March\u003c/a>.\u003c/p>\n\u003cp>An initial 2019 draft of the model curriculum drew widespread criticism from those who claimed it was left-wing, anti-Semitic and not inclusive enough. At the time, state Board of Education President Linda Darling-Hammond called for a major overhaul.\u003c/p>\n\u003cp>\"A model curriculum should be accurate, free of bias, appropriate for all learners in our diverse state, and align with Governor Newsom’s vision of a California for all,\" she said in a 2019 statement. \"The current draft model curriculum falls short and needs to be substantially redesigned.\"\u003c/p>\n\u003cp>The new version focuses on four historically marginalized groups that are central to college-level ethnic studies: African Americans, Chicanos and other Latinos, Asian Americans and Pacific Islanders and Native Americans. It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, groups who were largely left out of the previously drafted curriculum.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond has championed the model curriculum as a way to help students of color see themselves reflected in what they learn, and also to learn about their own histories.\u003c/p>\n\u003cp>The legislation adds the completion of an ethnic studies course to other standard graduation requirements, including three years of English and social studies, two years of math and science, among others. It gives a few years' lag time so schools can prepare.\u003c/p>\n\u003cp>“Schools can’t just flip the switch and be ready. This gives school districts plenty of time to get their curriculum in place and hire well-qualified teachers to teach these classes,” Medina said.\u003c/p>\n\u003cp>Several of California’s largest districts \u003ca href=\"https://www.kqed.org/news/11870309/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve\">already have begun offering ethnic studies courses\u003c/a>, with some making them a graduation requirement. Among the trailblazers is the Fresno Unified School District, which this year began requiring its students to complete a 10-credit, two-semester ethnic studies course. Meanwhile, Los Angeles Unified plans to fully implement ethnic studies as a graduation requirement by 2023-24.\u003c/p>\n\u003cp>In San Francisco, where high schools have offered ethnic studies as an elective since 2015, students will be required to take two semesters of ethnic studies courses to graduate, starting in 2028.\u003c/p>\n\u003cp>Ethnic studies also was made a requirement this year for the state's community college students seeking an associate's degree.\u003c/p>\n\u003cp>Other states have taken different approaches. Oregon is developing ethnic studies standards for its social studies curriculum and, beginning this year, requires the subject in K-12 curriculum. Last year, Connecticut approved a law requiring all high schools to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>Several GOP-led states have taken the opposite tack, banning the teaching of so-called \u003ca href=\"https://apnews.com/article/what-is-critical-race-theory-08f5d0a0489c7d6eab7d9a238365d2c1\">critical race theory\u003c/a> in K-12 schools or limiting how teachers can discuss racism and sexism in the classroom.\u003c/p>\n\u003cp>Educators say it is fitting that California has taken a lead in ethnic studies legislation, and that it's long overdue. More than three-quarters of California’s 6 million public school students are not white.\u003c/p>\n\u003cp>“At a time when some states are retreating from an accurate discussion of our history, I am proud that California continues to lead in its teaching of ethnic studies,” Secretary of State Shirley Weber, a former academic who created an ethnic studies program at San Diego State University in the 1970s, said in a statement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting from Jocelyn Gecker of The Associated Press.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers","authors":["11200"],"categories":["news_8","news_13"],"tags":["news_19113","news_20013","news_19203","news_27626","news_25015","news_4922","news_1852"],"featImg":"news_11873453","label":"news"},"news_11870309":{"type":"posts","id":"news_11870309","meta":{"index":"posts_1591205157","site":"news","id":"11870309","score":null,"sort":[1626469649000]},"guestAuthors":[],"slug":"as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve","title":"As High School Ethnic Studies Bill Advances, Some Bay Area Schools Are Ahead of the Curve","publishDate":1626469649,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>A bill that cleared another hurdle in the Legislature this week would make a one-semester ethnic studies class a graduation requirement for California high school students, beginning with those graduating in the 2029-30 school year.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, authored by Assemblymember Jose Medina, D-Riverside, would require public schools to offer at least one ethnic studies course starting in the 2025-26 school year. The Senate Education Committee passed the measure Wednesday by a 4-2 vote. It heads to the Senate Appropriations Committee next month. If the Senate passes the bill — which was already approved by the Assembly on May 27 — Gov. Gavin Newsom could sign it into law by Oct. 10.\u003c/p>\n\u003cp>The measure was first introduced in January 2019 as \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB331\">AB 331\u003c/a>, but Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed\u003c/a> it last September, saying the ethnic studies model curriculum needed revising. Medina reintroduced the bill as AB 101 in December — and the California State Board of Education passed an \u003ca href=\"https://edsource.org/2021/after-8-hours-250-plus-speakers-california-board-adopts-ethnic-studies-model-curriculum/651641\">ethnic studies model curriculum\u003c/a> in March.\u003c/p>\n\u003cp>[aside postID=news_11865712]The model curriculum is voluntary for school districts to adopt and is intended to build upon classes already offered in high schools across the state. It will serve as a guide for schools and lays out the goals and principles of ethnic studies, suggested lesson plans, and instructional approaches.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond said in March that he recognized the importance of introducing a non-ethnocentric curriculum that would teach students of color about their history.\u003c/p>\n\u003cp>“After the killing of George Floyd, we sought to provide support to our students for the trauma that the nation, that the world had witnessed,” Thurmond said. “Our students said to us that they wanted to see representations of themselves. They asked us why they didn’t learn about their own histories in school.”\u003c/p>\n\u003cp>AB 101 has the support of organizations such as the California Teachers Association, the Hispanic Association of Colleges and Universities and GENup, a student-led advocacy group.\u003c/p>\n\u003cp>\"It's a big step, no doubt,\" Medina said during Wednesday's hearing. \"I think it is something that is overdue in the state and in this country.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Republican Sen. Brian Dahle, who sits on the education committee and represents the state's far-northeastern region, worries AB 101 would put rural school districts at a disadvantage as they might not have the resources or expertise to put together an ethnic studies curriculum.\u003c/p>\n\u003cp>\"This bill is going to come into law, and then there's not going to be anything other than what has been proposed,\" Dahle said during the hearing. \"Let's talk about the timing of this bill and what curriculum will be available for the thousands of school districts in our state that don't have the resources to come up with this type of well-balanced curriculum.\"\u003c/p>\n\u003cp>In response, Medina said the bill would give school districts about four years to come up with a curriculum and pointed to the over-900-page state ethnic studies model curriculum districts can utilize.\u003c/p>\n\u003ch3>Districts already moving ahead with ethnic studies\u003c/h3>\n\u003cp>Some school districts in the Bay Area and across the state aren't waiting for AB 101. The Los Gatos-Saratoga Union High School District is set to pilot its first ethnic studies class this fall — a course asking first-year students to examine power structures in topics like race, nationality, ethnicity and socioeconomic and cultural groups in the U.S.\u003c/p>\n\u003cp>[aside postID=news_11830384 hero='https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495678.750x-672x372.png']At Saratoga High School, first-year students will have the option of taking either the new ethnic studies class or world geography for a semester.\u003c/p>\n\u003cp>Mike Davey, a social studies teacher at Saratoga High, co-created the ethnic studies class. He said he hopes students who take it can continue to address issues they’ll learn about, such as systemic racism and white privilege, throughout the rest of high school — and he emphasized the importance of allowing students to judge facts for themselves.\u003c/p>\n\u003cp>“Some kids may not believe [systemic racism and white privilege exist] when they come in, but if you give facts and say, 'You be the judge of these facts,' then hopefully they understand the problem,” Davey said. “And then they can work on a solution.”\u003c/p>\n\u003cp>Davey said his team drew on resources from experts, including the Oakland-based Equal Justice Society, an advocacy group focused on school discipline, the school-to-prison pipeline and inequities in the criminal justice system.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-adds-ethnic-studies-graduation-requirement\">announced in March\u003c/a> it will make at least two semesters of an ethnic studies class mandatory in its schools starting with the class of 2028.\u003c/p>\n\u003cp>The Los Angeles Unified School District — the largest in the state — and the Fresno Unified School District also have announced plans to require an ethnic studies course for graduation. LAUSD \u003ca href=\"https://abc7.com/lausd-los-angeles-board-of-education-unified-school-district-ethnic-studies/6390045/\">will require the course\u003c/a> as a graduation requirement by the 2023-24 school year, and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article244950637.html\">FUSD\u003c/a> will require it beginning this upcoming school year.\u003c/p>\n\u003cp>But at least one Bay Area high school has required an ethnic studies class long before current statewide efforts gained steam.\u003c/p>\n\u003ch3>Lessons from Berkeley High, ethnic studies vanguard\u003c/h3>\n\u003cfigure id=\"attachment_11881446\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11881446 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg\" alt=\"A woman, hands in her sweatshirt pocket, stands outside the windowed front of a school.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley Unified School District teacher Dana Moran, pictured outside Berkeley High School in April. Moran has taught ethnic studies at Berkeley High since 1993. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Berkeley High School, ethnic studies has been a mandatory class for ninth grade students since 1990, after a group of parents, students and teachers fought to make the class a district requirement.\u003c/p>\n\u003cp>The ethnic studies class focuses on culture, race and immigration through sociological, political and historical lenses. It encourages students to make personal connections while investigating the history of current politics and global dynamics and themes of systemic racism.\u003c/p>\n\u003cp>Dana Moran has been teaching ethnic studies at Berkeley High since 1993, and is now one of seven teachers who currently head seven separate ethnic studies courses.\u003c/p>\n\u003cp>\"In 1990, the board decided to make it a requirement for graduation, but they had no curriculum and no teachers,\" she said. \"It was given basically to every teacher who had a free period, so English teachers and the baseball and football coaches were both given an ethnic studies section. And it was, I think, a pretty unmitigated disaster at that point.\"\u003c/p>\n\u003cp>Three years after the board made ethnic studies a requirement, Berkeley High's principal made it his mission to hire a group of teachers for the class. Moran was one of them.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Abby Sanchez, Berkeley High graduate\"]'[Ethnic studies] really helped me understand the history of the United States, not as a country that once was oppressive, and then changed — but rather how oppression has been part of U.S. history and still is.'[/pullquote]The class curricula undergo frequent revisions, and Moran said what is currently being taught at the school is very similar to the state’s ethnic studies model curriculum. But because ethnic studies is a one-semester class, there is not enough time to cover all the topics listed in the model curriculum.\u003c/p>\n\u003cp>Moran acknowledged it is not possible to comprehensively dive into every racial group that Berkeley High’s body is composed of in one semester, but said the classes aim to be as inclusive as possible.\u003c/p>\n\u003cp>“We certainly invite students to check if we’re wrong or add things if they know something,” she said. “We try to make space for students to jump in and add things they know, want to say or feel like needs to be contributed.”\u003c/p>\n\u003cp>Abby Sanchez, who graduated from Berkeley High in 2020 and now attends Barnard College in New York, took the ethnic studies class during her first year of high school with Courtney Anderson, a former Berkeley High teacher.\u003c/p>\n\u003cp>She said some of the topics she learned about for the first time had a big impact on her, topics including Jim Crow segregation laws, the war on drugs and housing accessibility for people of color, in addition to the history of \u003ca href=\"https://www.kqed.org/lowdown/18486/redlining\">redlining\u003c/a> in the Bay Area.\u003c/p>\n\u003cp>“It really helped me understand the history of the United States, not as a country that once was oppressive, and then changed,” Sanchez said, “but rather, how oppression has been part of U.S. history and still is.”\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']The class also involved discussion on more sensitive issues.\u003c/p>\n\u003cp>“I learned about Mexican repatriation, and as a Mexican-identifying person, it’s so hard to learn that,” she said, referring to the forced deportation of hundreds of thousands of Mexicans and Mexican Americans during the Great Depression, most of whom were U.S. citizens. “But, all my classmates were learning it with me. There were no classmates that were like, ‘Oh, this didn’t exist. This didn’t happen.’”\u003c/p>\n\u003cp>Sanchez also said that unlike a regular history class, she thought the ethnic studies course helped bridge a gap in historical context between when slavery began in the U.S. up until today.\u003c/p>\n\u003cp>“In comparison to the AP U.S. history class, there is so much more about lives today, so much more about the history of oppressed peoples and their story, because they’re neglected in everyday academia,” she said. “It's so easy to silence them, and then we just forget that it happened as a generation because we didn’t experience it. This class was really an important way to make sure their stories continue to be told.”\u003c/p>\n\u003cp>Mexica Greco, who graduated from Berkeley High in June and plans to attend St. Olaf College in Minnesota this fall, also took Anderson's ethnic studies class her freshman year. Greco describes herself as mixed race, but predominantly Asian. She said she had been exposed before to many of the topics that were covered in the class.\u003c/p>\n\u003cp>“I’m a person of color, and my mom is an immigrant,” she said. “I’ve learned about my history from my mom and my dad, but I remember my classmates not really knowing much and sometimes asking me questions.”\u003c/p>\n\u003cfigure id=\"attachment_11881502\" class=\"wp-caption alignright\" style=\"max-width: 1685px\">\u003cimg class=\"size-full wp-image-11881502\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg\" alt=\"\" width=\"1685\" height=\"1953\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg 1685w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco-800x927.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco-1020x1182.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco-160x185.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco-1325x1536.jpg 1325w\" sizes=\"(max-width: 1685px) 100vw, 1685px\">\u003cfigcaption class=\"wp-caption-text\">Mexica Greco graduated from Berkeley High in June. She plans to attend St. Olaf College in Minnesota this fall. \u003ccite>(Courtesy Mexica Greco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greco said the class has made her more aware of the inequities that exist in society, to an extent, but she thinks it should be offered to upperclassmen as opposed to freshmen.\u003c/p>\n\u003cp>“Just because it was a freshman class, it wasn’t as serious as it could have been,” Greco said. “If I took this class as a senior, I would have been able to understand a lot more. I personally think it was good in the moment for what it is, but a lot more could have been covered for an older group of kids.”\u003c/p>\n\u003ch3>Could Ethnic Studies Courses Actually Improve Student Outcomes?\u003c/h3>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/content/causal-effects-cultural-relevance-evidence-ethnic-studies-curriculum\">2017 study\u003c/a> published by Thomas Dee, professor at Stanford University, and Emily Penner, assistant professor of education at UC Irvine, reinforces the growing movement for schools to offer ethnic studies.\u003c/p>\n\u003cp>The study looked at outcomes for students of a ninth grade ethnic studies pilot class at several SFUSD high schools beginning in 2010.\u003c/p>\n\u003cp>Students whose eighth grade GPA was below 2.0 were, by default, assigned to the ethnic studies class during their freshman year with the choice of opting out. The study observed end-of-ninth grade outcomes for these students, which Dee said was predictive of high school persistence, such as attendance, credit accumulation, GPA and graduation.\u003c/p>\n\u003cp>Dee and Penner’s study saw a jump in attendance and GPA, in addition to greater credit accumulation for students who took the ethnic studies class relative to those who were less likely to take the course.\u003c/p>\n\u003cp>“This evidence is suggesting that there’s considerable power in innovative curriculum and pedagogy, like those embedded in ethnic studies,” Dee said. “It’s probably been as influential as any research I’ve ever done. San Francisco Unified went to scale with their ethnic studies course in the wake of our findings. And I think it’s fair to say they contributed to some of the momentum for ethnic studies throughout California.”\u003c/p>\n\u003cp>Dee and Penner have continued to track high school completion and college entrance outcomes for all students in the original study over the years.\u003c/p>\n\u003cp>\"We're going beyond the immediate grade nine outcomes to seeing if ethnic studies leads to an increase in educational attainment, in particular, high school completion,\" Dee said. “It’s so important because one of the most well-documented facts in education policy is that graduating from high school has substantial, long-run benefits for kids.”\u003c/p>\n\u003cp>The results are expected to be released in a research publication in the coming months.\u003c/p>\n\u003cp>\"I think the ethnic studies model curriculum will show its most promise in places where districts take the model curriculum as a point of departure both for adapting the curriculum to their local circumstances and to supporting teacher capacity to deliver it,\" Dee said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"A bill to make ethnic studies a California high school graduation requirement cleared another hurdle this week. Some Bay Area schools are already moving forward with classes — and others have offered them for decades.","status":"publish","parent":0,"modified":1633745013,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":49,"wordCount":2235},"headData":{"title":"As High School Ethnic Studies Bill Advances, Some Bay Area Schools Are Ahead of the Curve | KQED","description":"A bill to make ethnic studies a California high school graduation requirement cleared another hurdle this week. Some Bay Area schools are already moving forward with classes — and others have offered them for decades.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11870309 https://ww2.kqed.org/news/?p=11870309","disqusUrl":"https://ww2.kqed.org/news/2021/07/16/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve/","disqusTitle":"As High School Ethnic Studies Bill Advances, Some Bay Area Schools Are Ahead of the Curve","path":"/news/11870309/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bill that cleared another hurdle in the Legislature this week would make a one-semester ethnic studies class a graduation requirement for California high school students, beginning with those graduating in the 2029-30 school year.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, authored by Assemblymember Jose Medina, D-Riverside, would require public schools to offer at least one ethnic studies course starting in the 2025-26 school year. The Senate Education Committee passed the measure Wednesday by a 4-2 vote. It heads to the Senate Appropriations Committee next month. If the Senate passes the bill — which was already approved by the Assembly on May 27 — Gov. Gavin Newsom could sign it into law by Oct. 10.\u003c/p>\n\u003cp>The measure was first introduced in January 2019 as \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB331\">AB 331\u003c/a>, but Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed\u003c/a> it last September, saying the ethnic studies model curriculum needed revising. Medina reintroduced the bill as AB 101 in December — and the California State Board of Education passed an \u003ca href=\"https://edsource.org/2021/after-8-hours-250-plus-speakers-california-board-adopts-ethnic-studies-model-curriculum/651641\">ethnic studies model curriculum\u003c/a> in March.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11865712","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The model curriculum is voluntary for school districts to adopt and is intended to build upon classes already offered in high schools across the state. It will serve as a guide for schools and lays out the goals and principles of ethnic studies, suggested lesson plans, and instructional approaches.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond said in March that he recognized the importance of introducing a non-ethnocentric curriculum that would teach students of color about their history.\u003c/p>\n\u003cp>“After the killing of George Floyd, we sought to provide support to our students for the trauma that the nation, that the world had witnessed,” Thurmond said. “Our students said to us that they wanted to see representations of themselves. They asked us why they didn’t learn about their own histories in school.”\u003c/p>\n\u003cp>AB 101 has the support of organizations such as the California Teachers Association, the Hispanic Association of Colleges and Universities and GENup, a student-led advocacy group.\u003c/p>\n\u003cp>\"It's a big step, no doubt,\" Medina said during Wednesday's hearing. \"I think it is something that is overdue in the state and in this country.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Republican Sen. Brian Dahle, who sits on the education committee and represents the state's far-northeastern region, worries AB 101 would put rural school districts at a disadvantage as they might not have the resources or expertise to put together an ethnic studies curriculum.\u003c/p>\n\u003cp>\"This bill is going to come into law, and then there's not going to be anything other than what has been proposed,\" Dahle said during the hearing. \"Let's talk about the timing of this bill and what curriculum will be available for the thousands of school districts in our state that don't have the resources to come up with this type of well-balanced curriculum.\"\u003c/p>\n\u003cp>In response, Medina said the bill would give school districts about four years to come up with a curriculum and pointed to the over-900-page state ethnic studies model curriculum districts can utilize.\u003c/p>\n\u003ch3>Districts already moving ahead with ethnic studies\u003c/h3>\n\u003cp>Some school districts in the Bay Area and across the state aren't waiting for AB 101. The Los Gatos-Saratoga Union High School District is set to pilot its first ethnic studies class this fall — a course asking first-year students to examine power structures in topics like race, nationality, ethnicity and socioeconomic and cultural groups in the U.S.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11830384","hero":"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495678.750x-672x372.png","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>At Saratoga High School, first-year students will have the option of taking either the new ethnic studies class or world geography for a semester.\u003c/p>\n\u003cp>Mike Davey, a social studies teacher at Saratoga High, co-created the ethnic studies class. He said he hopes students who take it can continue to address issues they’ll learn about, such as systemic racism and white privilege, throughout the rest of high school — and he emphasized the importance of allowing students to judge facts for themselves.\u003c/p>\n\u003cp>“Some kids may not believe [systemic racism and white privilege exist] when they come in, but if you give facts and say, 'You be the judge of these facts,' then hopefully they understand the problem,” Davey said. “And then they can work on a solution.”\u003c/p>\n\u003cp>Davey said his team drew on resources from experts, including the Oakland-based Equal Justice Society, an advocacy group focused on school discipline, the school-to-prison pipeline and inequities in the criminal justice system.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-adds-ethnic-studies-graduation-requirement\">announced in March\u003c/a> it will make at least two semesters of an ethnic studies class mandatory in its schools starting with the class of 2028.\u003c/p>\n\u003cp>The Los Angeles Unified School District — the largest in the state — and the Fresno Unified School District also have announced plans to require an ethnic studies course for graduation. LAUSD \u003ca href=\"https://abc7.com/lausd-los-angeles-board-of-education-unified-school-district-ethnic-studies/6390045/\">will require the course\u003c/a> as a graduation requirement by the 2023-24 school year, and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article244950637.html\">FUSD\u003c/a> will require it beginning this upcoming school year.\u003c/p>\n\u003cp>But at least one Bay Area high school has required an ethnic studies class long before current statewide efforts gained steam.\u003c/p>\n\u003ch3>Lessons from Berkeley High, ethnic studies vanguard\u003c/h3>\n\u003cfigure id=\"attachment_11881446\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11881446 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg\" alt=\"A woman, hands in her sweatshirt pocket, stands outside the windowed front of a school.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley Unified School District teacher Dana Moran, pictured outside Berkeley High School in April. Moran has taught ethnic studies at Berkeley High since 1993. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Berkeley High School, ethnic studies has been a mandatory class for ninth grade students since 1990, after a group of parents, students and teachers fought to make the class a district requirement.\u003c/p>\n\u003cp>The ethnic studies class focuses on culture, race and immigration through sociological, political and historical lenses. It encourages students to make personal connections while investigating the history of current politics and global dynamics and themes of systemic racism.\u003c/p>\n\u003cp>Dana Moran has been teaching ethnic studies at Berkeley High since 1993, and is now one of seven teachers who currently head seven separate ethnic studies courses.\u003c/p>\n\u003cp>\"In 1990, the board decided to make it a requirement for graduation, but they had no curriculum and no teachers,\" she said. \"It was given basically to every teacher who had a free period, so English teachers and the baseball and football coaches were both given an ethnic studies section. And it was, I think, a pretty unmitigated disaster at that point.\"\u003c/p>\n\u003cp>Three years after the board made ethnic studies a requirement, Berkeley High's principal made it his mission to hire a group of teachers for the class. Moran was one of them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'[Ethnic studies] really helped me understand the history of the United States, not as a country that once was oppressive, and then changed — but rather how oppression has been part of U.S. history and still is.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Abby Sanchez, Berkeley High graduate","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The class curricula undergo frequent revisions, and Moran said what is currently being taught at the school is very similar to the state’s ethnic studies model curriculum. But because ethnic studies is a one-semester class, there is not enough time to cover all the topics listed in the model curriculum.\u003c/p>\n\u003cp>Moran acknowledged it is not possible to comprehensively dive into every racial group that Berkeley High’s body is composed of in one semester, but said the classes aim to be as inclusive as possible.\u003c/p>\n\u003cp>“We certainly invite students to check if we’re wrong or add things if they know something,” she said. “We try to make space for students to jump in and add things they know, want to say or feel like needs to be contributed.”\u003c/p>\n\u003cp>Abby Sanchez, who graduated from Berkeley High in 2020 and now attends Barnard College in New York, took the ethnic studies class during her first year of high school with Courtney Anderson, a former Berkeley High teacher.\u003c/p>\n\u003cp>She said some of the topics she learned about for the first time had a big impact on her, topics including Jim Crow segregation laws, the war on drugs and housing accessibility for people of color, in addition to the history of \u003ca href=\"https://www.kqed.org/lowdown/18486/redlining\">redlining\u003c/a> in the Bay Area.\u003c/p>\n\u003cp>“It really helped me understand the history of the United States, not as a country that once was oppressive, and then changed,” Sanchez said, “but rather, how oppression has been part of U.S. history and still is.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More Education Coverage ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The class also involved discussion on more sensitive issues.\u003c/p>\n\u003cp>“I learned about Mexican repatriation, and as a Mexican-identifying person, it’s so hard to learn that,” she said, referring to the forced deportation of hundreds of thousands of Mexicans and Mexican Americans during the Great Depression, most of whom were U.S. citizens. “But, all my classmates were learning it with me. There were no classmates that were like, ‘Oh, this didn’t exist. This didn’t happen.’”\u003c/p>\n\u003cp>Sanchez also said that unlike a regular history class, she thought the ethnic studies course helped bridge a gap in historical context between when slavery began in the U.S. up until today.\u003c/p>\n\u003cp>“In comparison to the AP U.S. history class, there is so much more about lives today, so much more about the history of oppressed peoples and their story, because they’re neglected in everyday academia,” she said. “It's so easy to silence them, and then we just forget that it happened as a generation because we didn’t experience it. This class was really an important way to make sure their stories continue to be told.”\u003c/p>\n\u003cp>Mexica Greco, who graduated from Berkeley High in June and plans to attend St. Olaf College in Minnesota this fall, also took Anderson's ethnic studies class her freshman year. Greco describes herself as mixed race, but predominantly Asian. She said she had been exposed before to many of the topics that were covered in the class.\u003c/p>\n\u003cp>“I’m a person of color, and my mom is an immigrant,” she said. “I’ve learned about my history from my mom and my dad, but I remember my classmates not really knowing much and sometimes asking me questions.”\u003c/p>\n\u003cfigure id=\"attachment_11881502\" class=\"wp-caption alignright\" style=\"max-width: 1685px\">\u003cimg class=\"size-full wp-image-11881502\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg\" alt=\"\" width=\"1685\" height=\"1953\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg 1685w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco-800x927.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco-1020x1182.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco-160x185.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco-1325x1536.jpg 1325w\" sizes=\"(max-width: 1685px) 100vw, 1685px\">\u003cfigcaption class=\"wp-caption-text\">Mexica Greco graduated from Berkeley High in June. She plans to attend St. Olaf College in Minnesota this fall. \u003ccite>(Courtesy Mexica Greco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greco said the class has made her more aware of the inequities that exist in society, to an extent, but she thinks it should be offered to upperclassmen as opposed to freshmen.\u003c/p>\n\u003cp>“Just because it was a freshman class, it wasn’t as serious as it could have been,” Greco said. “If I took this class as a senior, I would have been able to understand a lot more. I personally think it was good in the moment for what it is, but a lot more could have been covered for an older group of kids.”\u003c/p>\n\u003ch3>Could Ethnic Studies Courses Actually Improve Student Outcomes?\u003c/h3>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/content/causal-effects-cultural-relevance-evidence-ethnic-studies-curriculum\">2017 study\u003c/a> published by Thomas Dee, professor at Stanford University, and Emily Penner, assistant professor of education at UC Irvine, reinforces the growing movement for schools to offer ethnic studies.\u003c/p>\n\u003cp>The study looked at outcomes for students of a ninth grade ethnic studies pilot class at several SFUSD high schools beginning in 2010.\u003c/p>\n\u003cp>Students whose eighth grade GPA was below 2.0 were, by default, assigned to the ethnic studies class during their freshman year with the choice of opting out. The study observed end-of-ninth grade outcomes for these students, which Dee said was predictive of high school persistence, such as attendance, credit accumulation, GPA and graduation.\u003c/p>\n\u003cp>Dee and Penner’s study saw a jump in attendance and GPA, in addition to greater credit accumulation for students who took the ethnic studies class relative to those who were less likely to take the course.\u003c/p>\n\u003cp>“This evidence is suggesting that there’s considerable power in innovative curriculum and pedagogy, like those embedded in ethnic studies,” Dee said. “It’s probably been as influential as any research I’ve ever done. San Francisco Unified went to scale with their ethnic studies course in the wake of our findings. And I think it’s fair to say they contributed to some of the momentum for ethnic studies throughout California.”\u003c/p>\n\u003cp>Dee and Penner have continued to track high school completion and college entrance outcomes for all students in the original study over the years.\u003c/p>\n\u003cp>\"We're going beyond the immediate grade nine outcomes to seeing if ethnic studies leads to an increase in educational attainment, in particular, high school completion,\" Dee said. “It’s so important because one of the most well-documented facts in education policy is that graduating from high school has substantial, long-run benefits for kids.”\u003c/p>\n\u003cp>The results are expected to be released in a research publication in the coming months.\u003c/p>\n\u003cp>\"I think the ethnic studies model curriculum will show its most promise in places where districts take the model curriculum as a point of departure both for adapting the curriculum to their local circumstances and to supporting teacher capacity to deliver it,\" Dee said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11870309/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve","authors":["11730"],"categories":["news_18540","news_8"],"tags":["news_1101","news_18538","news_20013","news_19203","news_29533","news_20219","news_19216","news_3946","news_29681","news_1290"],"featImg":"news_11871239","label":"news"},"news_11867137":{"type":"posts","id":"news_11867137","meta":{"index":"posts_1591205157","site":"news","id":"11867137","score":null,"sort":[1617184807000]},"guestAuthors":[],"slug":"how-the-bay-area-shaped-mills-college-and-vice-versa","title":"How the Bay Area Shaped Mills College (and Vice Versa)","publishDate":1617184807,"format":"audio","headTitle":"How the Bay Area Shaped Mills College (and Vice Versa) | KQED","labelTerm":{},"content":"\u003cp>Earlier this month, leaders at Mills College announced that the school, which has been in the Bay Area for 169 years, will no longer be awarding degrees starting in 2023.\u003c/p>\n\u003cp>This news came as a shock to many students, faculty and alumni, who know Mills as a unique place for women and LGBTQ people who care about the arts and about social justice.\u003c/p>\n\u003cp>Today, we’ll learn about the history and legacy of Mills College and its impact on the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"http://@chloeveltman\" target=\"_blank\" rel=\"noopener noreferrer\">Chloe Veltman\u003c/a>, KQED arts and culture reporter\u003c/p>\n\u003cp>\u003cem>Episode transcript is \u003ca href=\"https://bit.ly/3cGlgaN\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Subscribe to \u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>The Bay\u003c/i>\u003c/a>\u003ci> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>Apple Podcasts\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>Spotify\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>Stitcher\u003c/i>\u003c/a>\u003ci>, NPR One or via \u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>Alexa\u003c/i>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1700693054,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":136},"headData":{"title":"How the Bay Area Shaped Mills College (and Vice Versa) | KQED","description":"Earlier this month, leaders at Mills College announced that the school, which has been in the Bay Area for 169 years, will no longer be awarding degrees starting in 2023. This news came as a shock to many students, faculty and alumni, who know Mills as a unique place for women and LGBTQ people who","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"The Bay","sourceUrl":"https://www.kqed.org/podcasts/thebay","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC6857955530.mp3?updated=1617168902","path":"/news/11867137/how-the-bay-area-shaped-mills-college-and-vice-versa","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this month, leaders at Mills College announced that the school, which has been in the Bay Area for 169 years, will no longer be awarding degrees starting in 2023.\u003c/p>\n\u003cp>This news came as a shock to many students, faculty and alumni, who know Mills as a unique place for women and LGBTQ people who care about the arts and about social justice.\u003c/p>\n\u003cp>Today, we’ll learn about the history and legacy of Mills College and its impact on the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"http://@chloeveltman\" target=\"_blank\" rel=\"noopener noreferrer\">Chloe Veltman\u003c/a>, KQED arts and culture reporter\u003c/p>\n\u003cp>\u003cem>Episode transcript is \u003ca href=\"https://bit.ly/3cGlgaN\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Subscribe to \u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>The Bay\u003c/i>\u003c/a>\u003ci> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>Apple Podcasts\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>Spotify\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>Stitcher\u003c/i>\u003c/a>\u003ci>, NPR One or via \u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>Alexa\u003c/i>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11867137/how-the-bay-area-shaped-mills-college-and-vice-versa","authors":["7240","8608","11672","11741","11649"],"programs":["news_28779"],"categories":["news_223","news_8","news_33520"],"tags":["news_28878","news_19203","news_20004","news_29305","news_6200","news_22598"],"featImg":"news_11867248","label":"source_news_11867137"},"news_11865712":{"type":"posts","id":"news_11865712","meta":{"index":"posts_1591205157","site":"news","id":"11865712","score":null,"sort":[1616191697000]},"guestAuthors":[],"slug":"california-adopts-first-statewide-ethnic-studies-curriculum","title":"California Adopts First Statewide Ethnic Studies Curriculum","publishDate":1616191697,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>As America reels from its latest spate of deadly hate crimes and racism, the California State Board of Education on Thursday approved the nation’s first statewide ethnic studies curriculum for high schools, saying the teaching of discrimination and oppression has never been more important.\u003c/p>\n\u003cp>After an eight-hour public meeting Thursday, board members voted unanimously, 11-0, to approve the curriculum it hopes will become a model for other states to follow.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Linda Darling-Hammond, California Board of Education president \"]'We are reminded daily that racism is not only a legacy of the past but a clear and present danger. We must understand this history if we are finally to end it. '[/pullquote]Educators and civil rights leaders who spoke at the meeting mourned the eight people killed this week in Georgia, most of them Asian women, as the latest tragic example of racism but also a poignant reminder that education is an essential strategy to combating hate.\u003c/p>\n\u003cp>“We are reminded daily that racism is not only a legacy of the past but a clear and present danger,” said California State Board of Education President Linda Darling-Hammond, who led President Biden’s education transition team. “We must understand this history if we are finally to end it.”\u003c/p>\n\u003cp>Crafting the curriculum took three years, drawing more than 100,000 public comments, as different groups objected to being left out or misrepresented. Public comment that preceded the board’s vote drew about 150 callers, many of whom asked the board to reject the curriculum, echoing the heated debate that took place throughout its drafting. The loudest criticism came from Jewish and pro-Arab groups who accused each other of trying to silence the other’s histories.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some callers who identified themselves as Jewish and the descendants of Holocaust survivors said the plan “erased the unique stories of Jews in the Middle East.” Others criticized the curriculum as anti-Arab, saying it white-washed content about Arab Americans and erased earlier content about Palestinians.\u003c/p>\n\u003cp>The nearly 900-page Ethnic Studies Model Curriculum, which has been years in the making, is meant to teach high school students about the struggles and contributions of “historically marginalized peoples which are often untold in U.S. history courses.” It centers on the four groups that are the focus of college-level ethnic studies: African Americans, Chicano/Latinos, Asian Americans and Pacific Islanders and Native Americans.\u003c/p>\n\u003cp>It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, who are not traditionally part of an ethnic studies curriculum “but have important stories to tell about oppression and contributions” to California and the country, state Superintendent of Public Instruction Tony Thurmond said.\u003c/p>\n\u003cp>Those groups were added after voicing strong objections to an earlier draft that left them out.\u003c/p>\n\u003cp>State education officials say this would be the first statewide ethnic studies model curriculum in the nation, although other states have taken different approaches to teaching ethnic studies. Oregon is developing ethnic studies standards for its social studies curriculum, while Connecticut high schools will be required to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>The course materials in California include 33 lesson plans, which schools are not required to use but can pick from to fit their student communities. More than three-quarters of California's 6.2 million K-12 students are non-white: 55% Latino, 22% white, 12% Asian or Pacific Islander and 5% Black, according to the \u003ca href=\"https://www.cde.ca.gov/ds/\">latest state education data\u003c/a>.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ethnic-studies\"]One lesson plan suggests discussing an incident of police brutality as part of the Black Lives Matter movement. Another urges students to interview Korean Americans and Black residents who were in Los Angeles during the 1992 riots to study how existing tensions exploded into deadly violence.\u003c/p>\n\u003cp>Other lessons direct students to study poetry and art by Japanese Americans put in internment camps during World War II to better understand the hostility they faced.\u003c/p>\n\u003cp>“This is a pivotal moment in our California education history,” said Karen Korematsu, the daughter of late civil rights icon Fred Korematsu, a Japanese American who resisted internment during World War II and took his battle all the way to the U.S. Supreme Court, where he ultimately lost but devoted his life to fighting for civil rights.\u003c/p>\n\u003cp>“As my father said, ‘Stand up for what is right.’ Prejudice is ignorance, and the most powerful weapon we have is education,\" Korematsu said.\u003c/p>\n\u003cp>Several education officials called the curriculum “a starting point,\" noting that it will be added to and expanded upon and teachers will develop lessons that best suit their classes, as they acknowledged that a curriculum on racial and ethnic issues was bound to be divisive.\u003c/p>\n\u003cp>“This criticism will continue. I can guarantee you that,” said California Secretary of State Shirley Weber, a former lawmaker and academic who created an ethnic studies program at San Diego State University in the 1970s. “We will not find the perfect curriculum, but we have one that is strong.”\u003c/p>\n\u003cp>Renowned labor leader and civil rights activist Dolores Huerta also encouraged adoption of the new curriculum, speaking before the vote.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Si, Se Puede!” said Huerta, citing her famous phrase, “Yes we can!” that President Barack Obama borrowed as his campaign slogan. “We can make it happen. And it’s time.”\u003c/p>\n\n","blocks":[],"excerpt":"The California State Board of Education on Thursday approved the nation’s first statewide ethnic studies curriculum for high schools, saying the teaching of discrimination and oppression has never been more important.","status":"publish","parent":0,"modified":1616197113,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":926},"headData":{"title":"California Adopts First Statewide Ethnic Studies Curriculum | KQED","description":"The California State Board of Education on Thursday approved the nation’s first statewide ethnic studies curriculum for high schools, saying the teaching of discrimination and oppression has never been more important.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11865712 https://ww2.kqed.org/news/?p=11865712","disqusUrl":"https://ww2.kqed.org/news/2021/03/19/california-adopts-first-statewide-ethnic-studies-curriculum/","disqusTitle":"California Adopts First Statewide Ethnic Studies Curriculum","nprByline":"Jocelyn Gecker\u003cbr>Associated Press","path":"/news/11865712/california-adopts-first-statewide-ethnic-studies-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As America reels from its latest spate of deadly hate crimes and racism, the California State Board of Education on Thursday approved the nation’s first statewide ethnic studies curriculum for high schools, saying the teaching of discrimination and oppression has never been more important.\u003c/p>\n\u003cp>After an eight-hour public meeting Thursday, board members voted unanimously, 11-0, to approve the curriculum it hopes will become a model for other states to follow.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'We are reminded daily that racism is not only a legacy of the past but a clear and present danger. We must understand this history if we are finally to end it. '","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Linda Darling-Hammond, California Board of Education president ","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Educators and civil rights leaders who spoke at the meeting mourned the eight people killed this week in Georgia, most of them Asian women, as the latest tragic example of racism but also a poignant reminder that education is an essential strategy to combating hate.\u003c/p>\n\u003cp>“We are reminded daily that racism is not only a legacy of the past but a clear and present danger,” said California State Board of Education President Linda Darling-Hammond, who led President Biden’s education transition team. “We must understand this history if we are finally to end it.”\u003c/p>\n\u003cp>Crafting the curriculum took three years, drawing more than 100,000 public comments, as different groups objected to being left out or misrepresented. Public comment that preceded the board’s vote drew about 150 callers, many of whom asked the board to reject the curriculum, echoing the heated debate that took place throughout its drafting. The loudest criticism came from Jewish and pro-Arab groups who accused each other of trying to silence the other’s histories.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some callers who identified themselves as Jewish and the descendants of Holocaust survivors said the plan “erased the unique stories of Jews in the Middle East.” Others criticized the curriculum as anti-Arab, saying it white-washed content about Arab Americans and erased earlier content about Palestinians.\u003c/p>\n\u003cp>The nearly 900-page Ethnic Studies Model Curriculum, which has been years in the making, is meant to teach high school students about the struggles and contributions of “historically marginalized peoples which are often untold in U.S. history courses.” It centers on the four groups that are the focus of college-level ethnic studies: African Americans, Chicano/Latinos, Asian Americans and Pacific Islanders and Native Americans.\u003c/p>\n\u003cp>It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, who are not traditionally part of an ethnic studies curriculum “but have important stories to tell about oppression and contributions” to California and the country, state Superintendent of Public Instruction Tony Thurmond said.\u003c/p>\n\u003cp>Those groups were added after voicing strong objections to an earlier draft that left them out.\u003c/p>\n\u003cp>State education officials say this would be the first statewide ethnic studies model curriculum in the nation, although other states have taken different approaches to teaching ethnic studies. Oregon is developing ethnic studies standards for its social studies curriculum, while Connecticut high schools will be required to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>The course materials in California include 33 lesson plans, which schools are not required to use but can pick from to fit their student communities. More than three-quarters of California's 6.2 million K-12 students are non-white: 55% Latino, 22% white, 12% Asian or Pacific Islander and 5% Black, according to the \u003ca href=\"https://www.cde.ca.gov/ds/\">latest state education data\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related coverage ","tag":"ethnic-studies"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>One lesson plan suggests discussing an incident of police brutality as part of the Black Lives Matter movement. Another urges students to interview Korean Americans and Black residents who were in Los Angeles during the 1992 riots to study how existing tensions exploded into deadly violence.\u003c/p>\n\u003cp>Other lessons direct students to study poetry and art by Japanese Americans put in internment camps during World War II to better understand the hostility they faced.\u003c/p>\n\u003cp>“This is a pivotal moment in our California education history,” said Karen Korematsu, the daughter of late civil rights icon Fred Korematsu, a Japanese American who resisted internment during World War II and took his battle all the way to the U.S. Supreme Court, where he ultimately lost but devoted his life to fighting for civil rights.\u003c/p>\n\u003cp>“As my father said, ‘Stand up for what is right.’ Prejudice is ignorance, and the most powerful weapon we have is education,\" Korematsu said.\u003c/p>\n\u003cp>Several education officials called the curriculum “a starting point,\" noting that it will be added to and expanded upon and teachers will develop lessons that best suit their classes, as they acknowledged that a curriculum on racial and ethnic issues was bound to be divisive.\u003c/p>\n\u003cp>“This criticism will continue. I can guarantee you that,” said California Secretary of State Shirley Weber, a former lawmaker and academic who created an ethnic studies program at San Diego State University in the 1970s. “We will not find the perfect curriculum, but we have one that is strong.”\u003c/p>\n\u003cp>Renowned labor leader and civil rights activist Dolores Huerta also encouraged adoption of the new curriculum, speaking before the vote.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Si, Se Puede!” said Huerta, citing her famous phrase, “Yes we can!” that President Barack Obama borrowed as his campaign slogan. “We can make it happen. And it’s time.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11865712/california-adopts-first-statewide-ethnic-studies-curriculum","authors":["byline_news_11865712"],"categories":["news_8"],"tags":["news_19203"],"featImg":"news_11865718","label":"news"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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