The Academic and Social Value of Ethnic Studies

 



The Academic and Social Value of Ethnic Studies

Christine E. Sleeter


Quotes

Reading this article caused me to reflect on my own educational experience. Sleeter makes an argument that mainstream curriculum fails many students by not reflecting their realities, and while my experience differs from the students of color described in this article, her research helped me understand my own relationship with school in a new way.

Sleeter opens with the story of Carlos, a student who spent years disengaged from education until he discovered Chicano studies. She writes that “for the first time in his life, the curriculum was centered on his reality.” I think about how many students never have that moment. Growing up I got decent grades but was never truly inspired by school. It was not until college, when I realized I could choose classes based on my interests, that everything changed. Suddenly I loved learning and began to excel. As a White student I want to be careful not to equate my experience with the cultural exclusion that students of color face, but both experiences point to the same truth students thrive when the curriculum speaks to their interests and backgrounds.

Sleeter’s finding that “beginning as early as elementary school, students have been found to respond to curricula based partly on what they learn and experience in their homes and communities” tells us that this disconnect starts young. When students come to school carrying experiences and identities from home and those things are nowhere in the curriculum, the message is clear even to a young child. School can be discouraging when it only offers required courses without helping students connect their passions and strengths to real possibilities.

The most sobering finding in the article was that “students of color are not only aware of a Euro-American bias in curriculum, they can describe it in some detail, and view it as contributing to their disengagement.” This is very frustrating to read. Why can’t teachers modify the curriculum based on the students in their classrooms' backgrounds and interests? If you are in a classroom that has the majority of Dominican students, why can't we tailor the curriculum to their background and culture in some way? Maybe we can offer it as electives throughout the day so that these students have a choice as to studying something that could be more meaningful to them. 

My curiosity about this is backed up by a study from the Stanford Report, which found that when students were offered Ethnic Studies classes, their attendance jumped and their graduation rates increased by nearly 15%. This proves that when we offer choices and electives, it doesn't just make school "more interesting", it actually helps students stay in school and succeed. 

https://news.stanford.edu/stories/2021/09/research-finds-sustained-impact-ethnic-studies-class


Comments

  1. Nicole ContenteFebruary 25, 2026 at 7:26 PM

    Hi Tanya, I completely agree with you. I feel like teachers curriculum is always changing, from year to year and even class to class! I mentioned in my blog that in my own classroom I would try to incorporate a new culture/country per week that way we can learn about countries we may not even know exist and that maybe if the class is diverse, each one of their cultures can be represented! I think each student would feel special knowing that we will be making our way around the world to learn about both their own and possibly their classmates culture as well.

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  2. RobersonApril 2, 2026 at 11:11 AM

    Hi Tanya! By drawing a connection between Sleeter’s work and your own school experiences, you raise a highly pertinent point regarding the significant impact that self-representation within learning materials has on students. I share your view: although the experiences of white students and those of students from ethnic minorities differ, both highlight how disengagement can stem from a lack of relevance in school curricula. The example you cite, drawn from the Stanford study, is particularly compelling: it demonstrates that culturally relevant pedagogy is not limited to a simple approach of inclusion, but also aims to improve academic outcomes for everyone. I am convinced that expanding elective course options and integrating ethnic studies earlier into the academic journey would constitute a decisive step toward creating more meaningful learning experiences for all students. Moreover, it would empower students to produce substantive knowledge, rather than merely superfluous information.

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