The Academic and Social Value of Ethnic Studies

The Academic and Social Value of Ethnic Studies

A research review 

Christine E. Sleeter

“At first Carlos had no Interest in more school, but his friend was so enthusiastic that Carlos finally decided to go see what Chicano studies is all about.” 

When I first read this section on Carlos having no interest in school but finding interest in Chicano studies at the higher ed level, I immediately thought of the concept of culturally responsive teaching. I learned about this practice when taking other classes at RIC in the TESOL program, and my understanding is that students should be able to see their culture reflected in their school in some way, and this will increase engagement. I teach science, so often we are discussing content that doesn’t necessarily revolve around people specifically. To make my classroom more responsive, I tend to give students more choice so that they can have the opportunity to learn about something closer to their own culture. For example, if we are doing work on biospheres, students can choose a part of the world they have more interest in learning about. 

“Asian Americans and Latinos appear mainly as figures on the landscape with virtually no history or contemporary ethnic experience.”

I found this quote interesting because in my own experience, I really can’t remember learning about Latinos at all in my education. As for Asian Americans, I think we read a story in elementary school- Sadako

1000 paper cranes (a Japanese bombing survivor sick from radiation), and we did learn about the Japanese internment camps. Both of these are victimized accounts of this group, which never lets these groups be anything but victims in the eyes of students. 

“For example, although white 5th graders believe that the Bill of Rights gives rights to everyone, about half of the black children pointed out that not everyone has rights.”

It's interesting that black students, as early as fifth grade, are starting to express that the reality of Black students is not reflected in their teaching in class.  

Main Argument- The author argues that culturally responsive teaching is important in engaging students. If students feel they are represented in the classroom, they will be more likely to have a positive relationship with education.