An Argument of Sleeter's The Academic and Social Value of Ethnic Studies

 An Argument of Sleeter's The Academic and Social Value of Ethnic Studies 

By April Federico

    

    Christine E. Sleeter’s article The Academic and Social Value of Ethnic Studies explores how ethnic studies curricula impact students from kindergarten through higher education. Her core argument is simple but powerful: traditional “mainstream” curricula are heavily Euro-American centered, and that disconnect often contributes to academic disengagement among BIPOC students. In contrast, well-designed ethnic studies programs increase engagement, graduation rates, and even standardized test scores, especially for students of color.

 As someone who cares deeply about academic equity, this article felt like a clear explanation of why schools are failing many students and what we can do differently, especially as future educators. Research shows students are aware when curricula ignore their histories and identities. For example, gifted Black middle school students reported that learning about their own history would make school feel more interesting. Sleeter opens with the story of Carlos, a student labeled “boring,” who became motivated after taking a Chicano studies course that reflected his lived reality. When the curriculum centers students’ experiences, they don’t just learn more, they feel seen.

This also connects to how schools often rely on “contributions-style” diversity (think Black History Month or Cinco de Mayo lessons) instead of meaningful curriculum change. I remember my friend from Mexico at my all-girls Catholic high school doing a presentation explaining that Cinco de Mayo isn’t “Mexican Independence Day,” it commemorates the Mexican victory over the French at the Battle of Puebla in 1862. 




See? Moments like that show how limited our historical understanding can be when we only learn one dominant narrative.

Sleeter also critiques so-called “neutral-toned” textbooks, which don’t just leave out perspectives, they actively construct a story of inevitable American progress that minimizes systemic oppression. Racism gets framed as the actions of a few individuals rather than a structural issue. Ethnic studies provides a necessary counter-narrative by naming perspective and power directly. Meanwhile, many White parents and educators don’t see the issue because they evaluate curricula based on their own schooling, not on research. Some even view discussions of race as “divisive,” without recognizing that omission is already a form of division.

For me, the biggest takeaways are practical. As future educators, we can 1) push school systems to audit curricula for Euro-American bias, and 2) advocate for ethnic studies as a core requirement and not just an elective “add-on.”

What do you think? Are there any other CTA’s we can add to the list? This link exhibits one particular educator at the University of Buffalo that recognizes the importance of the agencies of the sufferings of BIPOC people.

Comments

  1. Lizzie BoyntonFebruary 24, 2026 at 7:59 AM

    Hi April! I enjoyed reading your blog and agree with everything you said. As future educators, we have a chance to make a difference and teach students more about their own culture's history. With clear facts stating that students are more engaged and interested when learning about their own culture's history, it is clear that changes need to be made. It is so unfair to students of color that they are forced to strictly learn about Euro-American history, when in reality they do not necessarily care about those topics. They should have the opportunity to learn about their own pasts.

    ReplyDelete
  2. SamSchoolBlogFebruary 24, 2026 at 10:33 AM

    Hi April, I enjoyed reading your blog! I like the idea of auditing curriculum for EuroAmerican bias though can only assume that most curriculums currently in use have this! I think that there will always be an American lens to how students are taught here, but I wonder if the curriculum could be expanded so that students ( all students) recognize that lens. I think particularly for white students this would deepen their learning.

    ReplyDelete
  3. Hope McCarthyFebruary 24, 2026 at 12:07 PM

    Hi April! I really loved your blog post this week! I wanted to focus on what you brought up about the article saying that students are aware of the focused curricula! During my time in school, I was truly blinded by what I was learning, but I agree students today are completely aware. I feel like the most social injustice we have, the more aware the students become. With our society being the state it is in right now, students are hyperaware of what they are learning especially in the subject of SOCIAL studies and history. Doing research truly illustrates what students are learning, both educators and parents needs to be on top of what their children are learning and dive way deeper into the content.

    ReplyDelete
  4. Faith L.February 24, 2026 at 2:03 PM

    Hi April, this is a really nice breakdown of Sleeter's main arguments! When you were discussing how individuals report being more interested in learning about history related to their community/culture, it reminds me of the reading discussing asset-based models. In that reading, the authors discussed the importance of finding each child's “jewels,” referring to their skills, talents, or interests, and using them to help the child grow academically. I believe Sleeter is remarking on a very similar idea here, as students enrolled in Ethnic studies develop the same skills and understandings of history, from the perspectives of individuals they can connect with, increasing interest, engagement, and ultimately academic performance.

    ReplyDelete

Post a Comment

Popular posts from this blog

Unearned Advantages: The Provocative Argument of Allan Johnson's "Privilege, Power, and Difference"

Image
Unearned Advantages: The Provocative Argument of Allan Johnson's "Privilege, Power, and Difference" April Federico      Allan Johnson argues that James Baldwin once came up with a rather provocative idea that the idea of “race” does not exist, only our perceptions of race do. In fact, Johnson points to Baldwin’s idea of social reality which he defines as “most of what we experience as ‘real’ is a cultural creation, even though we don’t experience it that way” (Johnson 21). The differences in skin color obviously exist. At the same time, so do labels, no matter which country you go to. And following what we discussed on the first day of class, it is astonishing and simultaneously appalling how much influence America has on the whole world, all the way down to the societal differences.      Privilege is also a topic in this chapter of Allan Johnson’s Privilege, Power, and Difference. In fact, it is the whole point of the text. What struck a chord of truth was...
Read more

What is Normal? "Questioning Customs" By Khan

Image
What is Normal? "Questioning Customs" By Khan April Federico        One quote from the clip of "Class Dismissed" was "you're going to school to take your place." And by “place,” the narrator meant society. I remember when I was in eighth grade, the very first thing we talked about in Mrs. McConnell’s English class was about being an individual in society, and little did I know that would be an imperative topic for that whole year. That whole year I was persecuted by peers and teachers for being different. Teachers, especially my math teacher, told me, even when I was vigorously taking notes, came up to my desk and said “you need to put more effort into things, all you do is just sit there.” I was hoping she’d come to my desk to tell me I was doing a good job. But no.  This would be an example of Horace Mann’s “broken model” of the education system, as outlined by Khan. Mann’s model emphasized social cohesion and the creation of a “common citizen" ...
Read more

"What is Neurodiversity?" by Caroline Miller | Viewing Neurodiversity As An "Asset"

Image
 "What is Neurodiversity?" By Caroline Miller | Viewing Neurodiversity As An  "Asset" By April Federico     Based on the article from the Child Mind Institute, the neurodiversity movement reframes neurological differences not as deficits to be cured , but as valuable variations of the human experience. This perspective strongly resonates with my own experience working in special education, where I witnessed firsthand that many students labeled as “behind” or “difficult” were often some of the most creative, insightful, and innovative thinkers in the classroom when given the right support. The argument that neurodiversity is an asset rather than a setback rests on three primary ideas: inherent cognitive strengths, the importance of inclusive environments, and the development of a strength-based identity.      Rather than viewing conditions such as ADHD or autism as purely restrictive, the neurodiversity framework emphasizes the unique cognitive adv...
Read more