California’s steps to remedy past education inequities
Credit: Alison Yin / EdSource
After becoming the first state in the nation to require ethnic studies as a high school graduation requirement, California policymakers recently let that mandate lapse by failing to fund it.
Ethnic studies grew out of a movement in the 1960s based on the premise that public schools were not teaching about the cultures of marginalized students. Black, Asian, Native American and Latino students were left out. It was Eurocentric.
All of this was true. But it isn’t true anymore.
My point is simple: California has stepped up to remedy these past education inequities. In fact, California schools now have strict marching orders to ensure all students feel included.
Unlike other states that have reduced access to diverse instruction under political pressure, California has doubled down to ensure that history and social science curriculum accurately portrays the cultural and racial diversity of our society.
California’s Education Code requires that instruction in social sciences in public schools must reflect the diversity of the state. Not only does state education law require this, the California content standards, which describe what must be taught at each grade level, very specifically include multiethnic learning in history-social science, English and the arts.
Don’t just take my word for it. Below is a sampling of just a few of the multiethnic teaching and learning that goes on in California public schools.
Small Sample: California Content Standards
History / Social studies
Among the student activities:
- Describe the American Indian nations in their local region long ago and in the recent past.
- Understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., Abraham Lincoln, Sitting Bull, George Washington Carver, Albert Einstein, Golda Meir, Jackie Robinson)
- Describe the social, political, cultural, and economic life and interactions among the people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
- Study the lives of Black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
- Analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
- Describe the lives of free Blacks and the laws that limited their freedom and economic opportunities.
- Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties.
- Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the 24th Amendment, with an emphasis on equality of access to education and to the political process.
English / Language arts
Samples of multi-ethnic reading:
- “Dragonwings” by Laurence Yep
- “Roll of Thunder, Hear My Cry” by Mildred Taylor
- “Narrative of the Life of Frederick Douglass, an American Slave” by Frederick Douglass
- “Harriet Tubman: Conductor on the Underground Railroad” by Ann Petry
- “The Grapes of Wrath” by John Steinbeck
- “Letter from Birmingham Jail” by Martin Luther King Jr.
- “Hope, Despair and Memory” by Elie Wiesel
- “Their Eyes Were Watching God” by Zora Neale Hurston
- “A Raisin in the Sun” by Lorraine Hansberry
- “The Namesake” by Jhumpa Lahiri
- “Black Boy” by Richard Wright
- “Take the Tortillas Out of Your Poetry” by Rudolfo Anaya
There is even more for all ages. The California Department of Education recommended reading lists are dramatically multiethnic:
It is now false to say that public school students in California are not taught the history and cultures of marginalized groups.
The state has also made progress on funding schools more equitably. Many ethnic studies advocates complain that schools with large minority populations get less funding. For too many years, that was indeed correct.
That dated description of school finance is clearly wrong today. In California, under the Local Control Funding Formula, more money goes to schools with low-income students, English learners, and foster youth. These schools teach large numbers of ethnic minorities.
Finally, the state has also worked to address concerns about the curriculum.
There are fears that instructional materials about minorities are racist. Some assert that schools are racist institutions. For too many years, that was also correct in many instances.
Teachers today do not shy away from addressing the ugly history of institutional racism, from housing redlining to gerrymandering to income inequality.
The California Education Code is clear.
Instructional materials must not contain any matter reflecting adversely upon anyone on the basis of race or ethnicity, gender, religion, disability, nationality or sexual orientation, or any other characteristic that is contained in the definition of hate crimes.
Where there is bias, there are legal remedies, such as actions brought against school districts for illegal discrimination. Anyone, including students, parents and teachers can file a uniform complaint if a school or district fails to follow the law regarding the content of instruction and fails to ensure all students have books and instructional materials.
Let’s be clear: This is not a diatribe against ethnic studies or diversity. Far from it. It is a tribute to California for stepping up to remedy the glaring inequities of the past. Ethnic studies, when taught appropriately, can be a valuable option for students.
As Californians, we all have work to do to strengthen our institutions, combat discrimination, and promote mutual respect.
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Carol Kocivar is a child advocate, writer for Ed100.org, retired attorney and past president of the California State PTA.
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