Issue link: http://educator.cta.org/i/1437090
the Ethnic Studies Mandate O N O C T . 8 , California became the first state to require all students to complete a one- semester course in ethnic studies to graduate. Assembly Bill 101 (Medina) takes effect starting with the graduating class of 2029-30, and high schools are required to offer ES courses starting in the 2025-26 academic year. Many high schools already have such courses, and a few districts have already voted to require students to take ethnic studies. (See sidebar on page 37.) For decades, ES advocates have pushed for a curriculum that more closely reflects the history and culture of California's diverse population. Earlier legislation authorizing the creation of an ES curriculum stated it should highlight four ethnic and racial groups whose history and stories have been traditionally underrepresented: Blacks, Latinos, Native Americans and Asian Americans. The state's Instructional Quality Commission, which oversees curriculum development, created a model curriculum that was approved by the State Board of Education in March and is optional for districts to use. It encourages discussion of the ethnic heritage and legacies of students in individual communities. It also includes lesson plans on Arab, Armenian, Jewish and Sikh Americans. Find the curriculum at cde.ca.gov/ci/cr/cf/esmc.asp. recommend it to other students. "Ethnic studies means a lot to me," says 12th grader Mercedes San Nicolas, a student at Edison High School. "You learn about things you wouldn't normally learn about in a regular history class." "Ethnic studies inspired me because it makes me feel like I have a voice," says Andrew Sajor, also an Edison 12th grader. "I'm not scared to represent who I am, especially as a Latino and Filipino." ES operated as an after-school program in Stockton from 2009 to 2016, primarily focused on Filipino American studies. In 2017, the district adopted a broader ES course description, and classes were held at three schools. During that year, STA members and advocates drafted a district resolution to fund the program, and succeeded in getting a TOSA hired, who happened to be Arimboanga. In 2019, a small group of teachers organized to help get a resolution passed to strengthen and expand the program. In addition to the Curriculum Development Team, the district's ES Community Col- laborative is a larger group of stakeholders who contribute their perspectives. e team continues to seek community input — connecting with elders and commu- nity organizations from diverse groups in Stockton, including Black, Native American, Asian, Filipino and Latino residents. e team has also welcomed input from students, parents and college professors. All of these participants have made valuable sugges- tions for richer content and have increased buy-in for the ES program. "Community input is a very powerful tool," says Aldrich. "It makes sure that our curriculum is a reflection of who we are as a community and also influences how we design our professional development." Ethnic studies professional development at Stockton's Chicano Research Center, summer 2021. 35 D E C E M B E R 2 0 21 / J A N U A R Y 2 0 2 2