All students benefit, research shows, especially children of color
Fostering a sense of identity and belonging through ethnic studies coursework dramatically impacts student success, according to new research released today, especially for immigrant youth and children of color.
Coursework that centers students’ varied ethnic identities improves grade point averages, high school graduation rates, attendance and other markers of academic success for all students, University of California Irvine’s Dr. Emily Penner told experts and congressional staff during a Capitol Hill briefing hosted today by First Focus on Children, and particularly for marginalized groups.
“Making space and rearranging resources takes effort but it also communicates something important to students about how they’re valued,” Dr. Penner said.
Evidence suggests that ethnic studies coursework positively impacts learning in English, the sciences and social studies, Dr. Penner said, and has an outsized impact on math scores. The curriculum also benefits all students across gender, racial and ethnic groups, she added, as well as in special education, English language learners and other sectors.
“At a time of extreme misrepresentation of inclusion initiatives, it is essential to understand the evidence that supports these practices,” said First Focus on Children President Bruce Lesley. “First Focus on Children is tracking the initiatives in Congress that target these efforts and promote censorship, the whitewashing of history, and the erasure of facts.”
First Focus on Children has created the Alliance for Student Liberty to combat efforts to silence diverse voices and destabilize public education.
In other research, minority students, including Hispanic youth and youth born outside of the U.S., reported a lower sense of community belonging than their white peers, New York University’s Dr. Sophia Rodriguez told the gathering. Her work also found that Hispanic students, Spanish speakers and those born outside the U.S. are less likely to report having trust in adults at school.
To improve these conditions in U.S. schools, Dr. Rodriguez recommends embedding Hispanic history and culture in school curriculum, centering youth voices on school boards, diversifying hiring to reflect demographics in school climate and curriculum, and other steps to cultivate an environment of acceptance.