Exploring the effects of ethnic studies education through a natural experiment

Abstract

This dissertation analyzed the link between a new ethnic studies graduation requirement and the development of 9th graders’ ethnic-racial identity (ERI), attitudes toward diversity, civic engagement, well-being, and academic outcomes. Students were quasi-randomly assigned to an ethnic studies class or a control class, and mixed methods and multi-informant data were collected over the pilot year of the ethnic studies curriculum (academic year 2021-2022). To accomplish Aim 1 (Chapter 2), students participated in focus groups about their ERI development and experiences discussing race and racism in school at the end of their assigned class. Thematic analysis was used to identify qualitative similarities and differences between students at the intersection of class type (ethnic studies or control), race (student of color or White), and gender (female, nonbinary, or male). Broadly, students experienced ethnic studies as a salient source of ethnic-racial socialization, which included both positive and challenging interactions with peers and teachers; thematic differences emerged based on students’ class type and intersectional identities. For Aim 2 (Chapter 3), over ten consecutive school days, students responded to daily, quantitative surveys about their experiences of supportive or discriminatory events with peers and teachers. The ethnic studies class increased teacher and peer identity support relative to the control class, but it also exposed students of color to greater vicarious and direct peer discrimination. For Aims 3 and 4, longitudinal, quantitative data analyzed with multigroup structural equation models was used to test ERI as a mediator of course-related improvements in attitudes toward diversity and civic engagement (Chapter 4) and in well-being, school attendance, and grades in core subjects (Chapter 5). As hypothesized, the ethnic studies class increased students’ ERI exploration and resolution. This ERI development partially mediated improved attitudes toward diversity, civic engagement, and well-being for all students, and it increased school attendance for White students. Taken together, results suggest that an antiracist policy change to require an ethnic studies course substantially increased students’ school-based ethnic-racial socialization, which had implications for their day-to-day interactions with peers and teachers, understanding of diversity and racism, well-being, and participation in the civic life of their community.