Blog #4 - The Academic and Social Value of Ethnic Studies by Christine E. Sleeter

 This article begins by introducing a previous graduate student of hers who is interested in studying education. The student lets Sleeter know that he was never necessarily "good" at school, but he is elated over the fact that he could graduate, unlike most of his friends who had dropped out. Carlos, the student's name, decided to take a tour into the military rather than go to college. He eventually met with a community college friend who introduced him to Chicano studies. This introduction led Carlos to take every Chicano study class he could and complete a BA in Spanish. It caused him to continue his education to be able to teach.

Sleeter goes on to the said article, will speak upon the fact of ethnic studies being impactful on school curricula for students; she states, "first as designed specifically for students of color who are members of the group under study, and second as designed for diverse student groups that include White students," (Sleeter 1). Interestingly, students can take two different curriculum classes. Is the first version only for students in the group under study? This is what Sleeter meant. 

The Mainstream Curricula as Euro-American Studies section shows that content related to African American, Latino, and Native American history has been added to school curricula. These studies are not as detailed and explained as Euro-American experiences, those of which have structured K-12 learning through textbooks intact. White cultures and subcultures continue to gain the most attention and appear in various roles throughout historical learning in schools. It is entirely unfair for other cultures' history to be utterly subsided to appease grown white men and people in power instead of them preaching for equality of differences and the power to recognize people for their history, for where they came from, and what they will be.

"Students of color are not only aware of a  Euro-American Bias in curriculum, they can describe it in some detail" (Sleeter 5). It is common knowledge amongst students of color that they are less represented in their schooling than those of European descent. White people do not realize that this is happening. Perspectives of White fifth graders were proven to resonate with mainstream school curriculum, while many Black fifth graders diverged from these resolutions. Black children began to recognize patterns of racial oppression, while White children thought of the United States as being based on progress, democracy, and opportunities for all (Sleeter 4). 

I noticed in my years of schooling I did not learn much about other ethnic groups' historical figures like I did with white authors, artists, and politicians. My high school had different studies of ethnic groups, but I know those classes might not be available in other places due to different curriculums. I think it should be required for students to study an ethnic group of their choice throughout their school careers. This would open up different avenues to discuss diversity and to discuss students differences amongst there equality of being in classrooms together.