Recent surveys suggest that the anti-Asian attacks that began during the COVID-19 pandemic may continue to occur. One of the ways school leaders can respond to this problem is by implementing ethnic studies courses. Unfortunately, organizers of social movements sometimes thwart efforts to increase ethnic studies courses, claiming that this type of…

During the COVID-19 pandemic, anti-Asian violence in the United States has risen significantly. Many Asian American students have been disproportionately harassed in schools and fear resuming in-person learning. Thus, educators must resist returning to the old normal. Instead, they can reimagine the pandemic as a portal to justice for Asian…

Situating NYC's Asian American and Pacific Islander (AAPI) history curriculum initiative as part of the nationwide movement for K-12 ethnic studies, this article aims to explore perspectives and experiences of six Asian American and migrant elementary teachers regarding the new AAPI history curriculum initiative in NYC. Teachers' stories,…

Discusses study to ascertain problems existing in ethnic studies programs: lack of consensus regarding goals, recruitment of faculty, and funds available. Results indicate a need for decisions and clarifications regarding ultimate goals of ethnic studies. (KC)

This article describes an ethnic studies course on being white. Emphasis is placed upon racism against minority cultures as a white problem which is perpetuated by white institutions. (DE)

Reports the results of a longitudinal textbook study designed to assess the level of treatment given Irish, Italian, Jewish, and Polish Americans in selected United States history textbooks. Results show that coverage briefly increased in the "multicultural period" (from 1977 to 1978) but has significantly decreased in recent years. (JDH)

An explanation of why many minority studies classes are presently misdirected is offered with a delineation of motives for non-minority dropouts and specifics of anticipatory preventive measures for the teacher. (Author/KM)

The public school curriculum must reflect the axiom that America "is" her immigrants by focusing on interaction or comparative ethnic studies. (Author/ND)

The author reviews selected curriculum guides, periodicals, and books to examine the historical role of ethnic studies in the curriculum. It is argued that from an historical approach, ethnic studies has been around for some time and should be viewed as a regular part of the curriculum. (JR)

Examines the problem of inadequate coverage of ethnic groups in social studies texts. Claims that the coverage of groups included is often unbalanced. Defines reasons for this failure as including political and economic constraints. (BSR)

Educators must decide which concepts, generalizations, and content of multicultural education are to receive priority attention. Characteristics of curricular elements to be selected as foundations of multicultural education are discussed. (RM)

Presents a rationale for introducing multiethnic studies into elementary and secondary social studies classrooms and explains how community resources can help students understand themselves and others. Learning activities based on the televised version of Alex Haley's "Roots" are suggested. (Author/DB)

Enumerates ways in which social studies classroom teachers can increase student interest in American history by incorporating studies of ethnic groups at various points in history into the curriculum. (DB)

The author advocates the use of American Indian fiction to teach ethnic and sociological concepts. Criteria for analyzing and rating the cultural and sociological worth of the novels are provided. (DE)