Stanford study suggests academic benefits to ethnic studies courses
New research shows gains in attendance, GPA of at-risk high school students from incorporating culturally relevant pedagogy.
A high school ethnic studies course examining the roles of race, nationality and culture on identity and experience boosted attendance and academic performance of students at risk of dropping out, a new study by scholars at Stanford Graduate School of Education (GSE) found.
The study looked at ethnic studies classes in a pilot program in San Francisco high schools, and compared academic outcomes for students encouraged to enroll in the courses with similar students who did not take them.
The researchers found that students not only made gains in attendance and grades, they also increased the number of course credits they earned to graduate.
"What's so unique about this program is the degree to which it helped the students who took it," said Emily Penner, co-author of the paper and a postdoctoral researcher at the GSE. "Schools have tried a number of approaches to support struggling students, and few have been this effective. It's a novel approach that suggests that making school relevant and engaging to struggling students can really pay off."
Thomas S. Dee, a professor at Stanford GSE and director at the Stanford Center for Education Policy Analysis, was the other author of the report, which was posted Jan. 11 as a working paper on the website of the National Bureau of Economic Research (NBER).
District debate
The findings come as educators and policymakers in Arizona, California, Oregon and other states debate adding or taking away such curriculum from their schools. While ethnic studies proponents contend the courses can help address academic disparities by aligning individual student experiences with curriculum, opponents have argued they are anti-American, teach divisiveness and may displace opportunities for students to take electives of their choice.
Last year, California Gov. Jerry Brown vetoed legislation proposing to require ethnic studies courses statewide, and Stanford study suggests academic benefits to ethnic studies courses: