ARGUMENT:
This author, Christine Sleeter, argues that ethnic studies curricula are essential for student engagement
and academic success, particularly for students of color, because they provide a counter narrative to the
Euro-American dominated mainstream curriculum.
Sleeter explains that the traditional U.S. school curriculum is deeply rooted in Euro-American
perspectives, which marginalize the histories and contributions of people of color. While textbooks have
become more inclusive since the Civil Rights Movement, they often present a sanitized version of
history that downplays systemic oppression and reduces racial minorities to supporting roles in a
White-dominated narrative. This approach fails to engage students who do not see their own histories
and lived experiences reflected in what they learn. Ethnic studies, however, challenge this by centering
the voices, intellectual contributions, and historical struggles of marginalized communities. These
programs not only provide a more accurate account of history but also encourage critical thinking by
examining issues like colonialism, racial identity, and systemic oppression.
Beyond their social and political significance, ethnic studies courses have been shown to improve
student engagement, academic performance, and graduation rates. Research demonstrates that when
students, particularly students of color, take ethnic studies courses, they become more invested in their
education because they see themselves reflected in the curriculum. This sense of belonging and relevance
motivates them to succeed. Despite the clear benefits, ethnic studies remain controversial, with critics
arguing that they promote divisiveness or anti-American sentiment. However, as Sleeter points out,
these criticisms ignore the fact that the mainstream curriculum already centers one perspective while
minimizing others. Ethnic studies do not erase history, they expand it, offering students a fuller, more
complex understanding of the world they live in.
Reflection/Questions/Comments to Share
Sleeter’s argument raises an important question: if ethnic studies programs demonstrably improve
student outcomes, why do they continue to face resistance? Many opponents claim that these courses
are “political” or “divisive,” but isn’t the exclusion of diverse perspectives from the standard curriculum
just as political? It seems that the real controversy is not whether ethnic studies are beneficial, but
whether those in power are willing to acknowledge the full truth of history and its lasting impact on
society. Additionally, how can educators push for the implementation of ethnic studies in schools that
resist them
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