Blog #5- The Academic and Social Value of Ethnic Studies by Christine E. Sleeter

Argument:

Christine Sleeter argues that ethnic studies is not just culturally important, but academically valuable because it helps students feel represented, stay engaged in school, and even perform better academically when it is taught well. Sleeter’s main idea is that schools in the United States usually teach from a Euro-American perspective while minimizing or leaving out the voices and histories of people of color. When students don’t see themselves in what they are learning, they can lose interest, feel disconnected, and struggle to succeed. Ethnic studies responds to this problem by centering the experiences and contributions of marginalized groups, making education more meaningful and inclusive. Sleeter shows that research supports this: students in ethnic studies classes often earn higher grades, show more motivation, and gain skills like critical thinking and problem-solving. At the same time, these courses allow students to develop a stronger sense of identity and pride in who they are, while also encouraging them to think about issues of justice and inequality in society. What makes Sleeter’s argument stand out is that she challenges the common assumption that ethnic studies is just “extra” or politically motivated. Instead, she reframes it as a legitimate and powerful part of education that improves both learning and personal growth. Her work shows that the problem is not with students of color themselves, but with a school system that leaves their histories and perspectives out. By including ethnic studies in schools and universities, Sleeter argues, education becomes not only fairer but also more effective. In the end, her contribution shows that ethnic studies is about more than representation, it is about building a stronger, more engaging, and more socially aware education for everyone. In Providence, the school district has already taken steps toward implementing Sleeter’s vision by committing to a year-long ethnic studies course that will count toward a social studies credit. The plan, which will be fully in place by 2026, also includes forming an Ethnic Studies Leadership Council that gives students an active role in shaping the curriculum. This move illustrates how Sleeter’s argument is playing out in practice: schools are beginning to recognize that ethnic studies is not just an “add-on,” but a meaningful way to make education more engaging, relevant, and academically valuable.

Reflection/Questions/Comments To Share:

How can schools avoid treating ethnic studies as a superficial “add-on”?

What training or resources do teachers need to feel ready to teach ethnic studies?