WASHINGTON: A new study from the University of Massachusetts Amherst shows that enrolling 9th grade students who are struggling academically in ethnic studies course increases the likelihood students will graduate from high school and enroll in college.
Sade Bonilla, Assistant Professor in the College of Education, along with Thomas S.
Dee from the Graduate School of Education at Stanford and Emily K.
Penner of the School of Education at the University of California Irvine, doing research on the long-term requirements of the Securities ethnic studies recently this was published in the journal Proceedings of the National Academy of Sciences of the United States.
In one California school district, the 9th grade with an average grade-point 2.0 or below are automatically enrolled in the course of ethnic studies.
Research shows that enrollment in ethnic studies substantially improve graduation, attendance, and the probability of enrolling in college.
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Prior to this study, there is little evidence supporting a causal positive academic impact of ethnic studies.
“The main contribution of our work is proof of cause and effect that anti-racist pedagogy and curriculum to promote engagement and persistence in school,” said Bonilla.
The team studied the records of nearly 1,400 students in San Francisco, Cali., Where the Board of Education approved the ethnic studies requirements for grade 9 students who are struggling academically in 2010.
After their academic journey through local and state records, the team found that low.
-Home students and students of color enrolled in ethnic studies courses has improved academic results.
Students are also more likely to enroll in college after graduation from high school, the team found.
Ethnic studies curriculum, based on the principle of anti-racist, designed to be a college preparatory course that emphasizes rigorous and critically relevant content is critically linked to social justice, anti-racism, stereotypes, and contemporary social movements.
In general, ethnic studies courses focus on the history of historically marginalized communities, promote students’ critical awareness about social issues, and to encourage civic engagement and social justice are responsive to the community, said Bonilla.
This helps students learn about the history of ethnic and contribution of non-white ethnic groups.
Supporters say it gives students a better sense of who they are and the sense of belonging in the larger American community.
“The current debate on critical race theory is very dishonest and politically driven,” said Bonilla.
“There is considerable overlap between theory and ethnic studies curriculum for use historical perspective and conscious of previous events and the system we have today.”
Although there is an increased interest in anti-racist education, has been politically note, note the researchers.
Anti-racist curriculum and teaching methods represent a way for the school to further promote a fair society and improve educational outcomes for low-income students, they add.
“Our results show that this approach has an important impact on high school graduation and college enrollment are particularly important given the relevance of educational attainment for the success of economic and other results that are relevant to mental health and civic engagement,” said Bonilla.