Week #5

Academic and Social Value of Ethnic Studies: A Research Review 

Christine E. Sleeter 

Reflection:

After reading "Academic and Social Value of Ethnic Studies: A Research Review" by Christine E. Sleeter, it had me reflecting on how not only my school system, but a majority of school systems, teaching curriculum itself is never neutral, and it either reinforces dominant narratives or opens space for more truthful, inclusive ones. Sleeter’s synthesis makes a compelling case that ethnic studies is not an “extra,” but an essential part of making education relevant, accurate, and socially justified. What I found especially important is the reminder that ethnic studies is not just for students of color. White students, too, benefit from engaging with histories and perspectives outside the Eurocentric frame, because it challenges the myth of linear progress and exposes the systemic nature of racism. Sleeter demonstrates that children and adolescents compare what they learn in school with what they already know from their families and communities. When those perspectives clash or when textbooks erase or minimize racism, or when people of color appear only as side notes, it erodes trust in school knowledge.

I chose this photo because this film has a strong connection with the reading. While fictional, this film tackles issues of race, identity, and power among college students in a predominantly White institution. It shows how students respond to, resist, and push back against dominant narratives — much like the dynamics Sleeter describes.

Overall, my takeaway from this reading is that as educators, we need to be more mindful of students of all backgrounds, including White students, to benefit from exposure to diverse perspectives. Ethnic studies fosters critical thinking about race, identity, and justice, preparing young people to engage constructively in a multicultural democracy. It is also important to make sure to have a variety of teaching methods because mainstream curricula often frame racism as something of the past or the work of “bad individuals.” Educators need to push back against this sanitized narrative so students understand systemic oppression and collective struggles for justice — a more accurate and useful framework for understanding society today.