A NECESSARY INTERVENTION: CONCEPTUALIZING AND EMPLOYING CRITICAL RACIAL ETHNIC STUDIES

Abstract

Over the last decade, secondary schools around the United States have rapidly adopted ethnic studies courses. For instance, California’s governor mandated ethnic studies as a high school graduation requirement in 2021 (Magcalas, 2023). According to scholars, ethnic studies courses offer educational experiences that disrupt the erasure and oppression of Black, Indigenous, and other people of color through Eurocentrism in schools (Hu-Dehart, 1993; Lowy, 1995). However, there is currently no universally accepted understanding of ethnic studies curricula, and ethnic studies programs vary widely. As K-12 ethnic studies programs expand around the country, educators need a unifying framework that retains ethnic studies’ critical integrity. This three-paper dissertation proposes critical racial ethnic studies (CRES), a curricular and pedagogical framework grounded in critical race theory and critical pedagogies, as a tool for organizing ethnic studies curricula. Collectively, this dissertation offers practical tools for educators to cultivate critical consciousness and racial literacies among youth and for teacher educators to do the same among teachers and teacher candidates. In study 1, “Conceptualizing critical racial ethnic studies: A critical analysis of the literature,” I use the CRES framework to analyze the research on secondary-level ethnic studies curricula and pedagogy, its limitations as a means of achieving racial justice, and possible future directions for the field. Drawing from this literature, I develop a definition of CRES and establish the historical context out of which CRES emerged, thereby demonstrating an alignment between the original goals of ethnic studies and the CRES framework. I also identify several patterns in the literature: (1) the variation in critical pedagogies employed by ethnic studies educators, (2) how youth experience CRES, (3) the CRES tenets most frequently highlighted by researchers, and (4) the differences between out-of-school and in-school CRES curricula. In study 2, “Building new worlds through an ethnic studies community education program,” I employ the CRES framework to analyze the development and implementation of an out-of-school CRES program. Through individual and focus group interviews, observations, and participant reflections, this qualitative study examines the decision-making processes of three Asian American undergraduate students working collaboratively to create an Asian American Studies curriculum for local youth of color. This study reveals that educators’ desire and ability to enact a CRES curriculum is largely dependent upon their backgrounds, experiences, and resources. For instance, the participants relied on their peers to help with curriculum development. This study reveals that access to university-level ethnic studies courses and a robust network of critically conscious peers can support facilitators' racial literacies and critical consciousness and, thus, their commitment to critical interpretations of ethnic studies. In study 3, “‘I wish I had this program in high school’: What motivates and sustains ethnic studies community educators,” I build upon the previous study by examining what motivated the three students to create the CRES program and how they persevered despite myriad barriers that can lead to burn out. Through individual and focus group interviews and participant reflections, this qualitative study interrogates how participants describe their pathways to becoming and remaining CRES educators. The findings reveal CRES educators may be inspired to pursue teaching because of their lived experiences during childhood and adolescence, particularly in schools and their families, and their subsequent involvement in ethnic studies courses and politically engaged student groups in college. The study highlights how important community networks and resources are in the development of educators’ critical consciousness and racial literacies, two key factors in employing CRES curricula. Thus, the findings provide insight into how to effectively recruit, train, support, and learn from CRES educators.