Ethnic Studies Case Study

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Students ownership of the text made Latinos’ feel “socially valuable, personally justified and were therefore inclined to claim space and speech” (Vasquez, 911). Students in general must feel accepted in any institution to succeed and by Ethnic studies courses implementing literature by diverse authors into their teaching plan, Latino students become academically engaged to participate and exceed. Based on the responses of this case study I can assure that Ethnic students respond well to a curriculum designed around their culture and language.
Ethnic studies has shown to increase Latino student’s identification with their ethnic origin and this further increases their academic achievement. In the research “Racial-Ethnic Self Schemas and Segmented
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Those students who held a thin identity with their ethnic origin were associated with lower achievement. Bicultural students were believed to have a higher achievement because they also focused on overcoming obstacles of the mainstream society as well as their ethnic origin obstacles. Ethnic studies can enhance student identification with their ethnic origin. Ethnic studies provide Latino students with the histories and experiences of their origin. An issue that this research encounter with is that from the time of immigrant’s through following generations, many Latino students’ are identify less with their ethnic society and this will lead to downward achievement mobility. When a curriculum is culturally relevant to the students, it demonstrates a respect towards that student, which will eventually trigger a thick in group ethnic identity. Ethnic studies has a curriculum that is culturally relevant to Latino students’ not only are the books culturally relevant but also the instructors show a deep respect for the student’s ethnic origin and this does increase academic…show more content…
Geneva Gay argues “It is a powerful way to expose students to ethnic groups, cultures and experiences different from their own to which they may not have access to in their daily lives… it helps students cross cultural borders and improve understanding of insider and outside perspective on cultural, ethnic and racial diversity” (Gay, 142). In Moving Beyond Tolerance in Multicultural Education by Sonia Nieto, a Professor Emerita of Language, Literacy, and Culture, School of Education in University of Massachusetts supports Geneva’s Gay statement regarding the purpose of multicultural education. In Nieto’s articles she begins by asking a school principal what multicultural education means to her and she answered ‘We want our students to develop tolerance of others…The greatest gift we can give our students is a tolerance for differences.’ Although Nieto believes, tolerance is important for multicultural education to succeed she wants multicultural education to go beyond accepting someone’s differences. Nieto wishes that multicultural education would introduced acceptance and respectfulness of diversity. “Acceptance implies that differences are acknowledge and their importance is neither denied nor belittled. It is at this level we see substantial movement toward multicultural education” (Nieto, 4). Ethnic studies can

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