Why ethnic studies? Building critical consciousness among middle school students

Abstract

The rising percentage of nonwhite students in the U.S. public school system accompanied by persistent educational debt and racial inequities presents an opportunity gap for many marginalized students. Scholars suggest that teaching ethnic studies curriculum with critical race pedagogy can help address the opportunity gap. Ethnic Studies centers on providing students educational access, relevance, and tools for social change. However, few studies examine how this curriculum affects middle school students. Based on qualitative analysis of a combination of different data sources such as student evaluations, writing samples, and teacher reflections, I found that an ethnic studies curriculum enabled middle school students to make meaningful connections to their lives and build academic and social confidence that promoted their success. It also encouraged them to develop their capacities for social action. I find that contradictory ideologies may arise from cultivating critical consciousness with regards to responses and recognition of injustices. Results suggest that teachers may help cultivate students’ critical consciousness when they have the content knowledge and pedagogical tools to support their development.

Keywords:

• after-school program
• college preparation
• critical consciousness
• ethnic studies
• race
• student activism

Additional information

Notes on contributors

Saugher Nojan

Saugher Nojan, M.A.Ed., is a Ph.D. Candidate in the Department of Sociology, University of California, Santa Cruz. E-mail: [email protected]