Benefits of Ethnic Studies
A Stanford University study indicated the following improvements by students enrolled in Ethnic Studies (ES) courses.
"ES participation had large, positive effects on each of our student outcomes. Specifically, ES participation increased student attendance (i.e., reduced unexcused absences) by 21 percentage points, cumulative ninth-grade GPA by 1.4 grade points, and credits earned by 23 credits. These GPA gains were larger for boys than for girls as well as higher in math and science than in ELA....
...participation in the course reduced the probability of dropping out in addition to possibly improving the performance
of enrolled students. Overall, our findings indicate that a culturally relevant curriculum implemented in a strongly supportive context can be highly effective at improving outcomes among a diverse group of academically at-risk students." (Dee & Penner, 2016, p.3).
Why Ethnic Studies Matters (Ron Espiritu)
https://youtu.be/XvvMgujD4i8
Citation:
Dee, T., & Penner, E. (2016). The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum (CEPA Working Paper No.16-01). Retrieved from Stanford Center for Education Policy Analysis: http://cepa.stanford.edu/wp16-01
Chicanx Studies
Learn about who we are and where we come from? Discover the history, literature, and cultural expresson of Chicanos and Mexicanos. Learn about the richness of our Mexican-American heritage.
https://en.wikipedia.org/wiki/Chicana/o_studies#Schools_of_thought
http://www.chavez.ucla.edu/academics/mission
http://www.chicst.ucsb.edu/
http://chicanos.unm.edu/
http://ethnicstudies.berkeley.edu/areas-of-study/area/chicano-latino-studies
A Stanford University study indicated the following improvements by students enrolled in Ethnic Studies (ES) courses.
"ES participation had large, positive effects on each of our student outcomes. Specifically, ES participation increased student attendance (i.e., reduced unexcused absences) by 21 percentage points, cumulative ninth-grade GPA by 1.4 grade points, and credits earned by 23 credits. These GPA gains were larger for boys than for girls as well as higher in math and science than in ELA....
...participation in the course reduced the probability of dropping out in addition to possibly improving the performance
of enrolled students. Overall, our findings indicate that a culturally relevant curriculum implemented in a strongly supportive context can be highly effective at improving outcomes among a diverse group of academically at-risk students." (Dee & Penner, 2016, p.3).
Why Ethnic Studies Matters (Ron Espiritu)
https://youtu.be/XvvMgujD4i8
Citation:
Dee, T., & Penner, E. (2016). The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum (CEPA Working Paper No.16-01). Retrieved from Stanford Center for Education Policy Analysis: http://cepa.stanford.edu/wp16-01
Chicanx Studies
Learn about who we are and where we come from? Discover the history, literature, and cultural expresson of Chicanos and Mexicanos. Learn about the richness of our Mexican-American heritage.
https://en.wikipedia.org/wiki/Chicana/o_studies#Schools_of_thought
http://www.chavez.ucla.edu/academics/mission
http://www.chicst.ucsb.edu/
http://chicanos.unm.edu/
http://ethnicstudies.berkeley.edu/areas-of-study/area/chicano-latino-studies
Videos
http://www.preciousknowledgefilm.com/
Chicano! The Documentary: Part 1
Chicano! The Documentary: Part 2
Chicano! The Documentary: Part 3
Chicano! The Documentary: Part 4
Farmworkers Movement
http://www.preciousknowledgefilm.com/
Chicano! The Documentary: Part 1
Chicano! The Documentary: Part 2
Chicano! The Documentary: Part 3
Chicano! The Documentary: Part 4
Farmworkers Movement
Lessons from Mexican-American Studies Program in Tucson, AZ
No History is Illegal: A Campaign to Save our Stories. Retrieved from: http://www.teacheractivistgroups.org/wp-content/uploads/2012/02/NoHistoryIsIllegal.pdf
(Lessons and Resources Included)
Mexican American History - 1st 6wks
Mexican American History - 2nd 6wks
Mexican American History - 3rd 6wks
Mexican American History - 4th 6 Weeks
Mexican American History - 5th 6wks
Mexican American History - 6th 6wks
No History is Illegal: A Campaign to Save our Stories. Retrieved from: http://www.teacheractivistgroups.org/wp-content/uploads/2012/02/NoHistoryIsIllegal.pdf
(Lessons and Resources Included)
Mexican American History - 1st 6wks
Mexican American History - 2nd 6wks
Mexican American History - 3rd 6wks
Mexican American History - 4th 6 Weeks
Mexican American History - 5th 6wks
Mexican American History - 6th 6wks
Articles
5 REASONS YOU SHOULD REPLACE "LATINO" WITH "LATINX"
Acosta, C,, & Mir, A. (Sum 2012) - “Empowering Young People to be Critical Thinkers - The Mexican American Studies Program in Tucson.” In Voices in Urban Education, Vol. Number 34, pp. 15-26.
Arce, M. (Jan 1, 2017). Xicana/o Indigenous Epistemologies: Toward a Decolonizing and Liberatory Education for Xicana/o Youth. In "White" Washing American Education: The New Culture Wars in Ethnic Studies [2 volumes], (pp. 11-40).
Gomez, C., Jimenez-Silva, M. (2012). Mexican American Studies: The Historical Legitimacy of an Educatoinal Program. In Association of Mexican-American Educators (AMAE) Journal, Theme Issue, Volume 6, Issue 1, pp. 15-23.
Phippen, J. (July 19, 2015). How One Law Banning Ethnic Studies Led To Its Rise. Retrieved from: https://www.theatlantic.com/education/archive/2015/07/how-one-law-banning-ethnic-studies-led-to-rise/398885/
Romero, A., & Vensor, V. (n/d). CONSEJOS PARA SU FUTURO EN EDUCACIÓN: SUGGESTIONS FOR YOUR FUTURE IN HIGHER EDUCATION FROM CHICANOS AND CHICANAS. Retrieved from: https://mas.arizona.edu/sites/mas.arizona.edu/files/files-page/consejos.pdf
Romero, A., Arce, S., & Cammarota, J. (July 2009). “A Barrio Pedagogy: identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism.” In Race Ethnicity and Education, Vol. 12, No. 2. Pp. 217-233.
Sleeter, C. (2011). The Academic and Social Value of Ethnic Studies: A Research Review. National Education Association. Retrieved from: http://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-studies.pdf
Yosso, T.J. (March 2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. In Race Ethnicity and Education, Vol 8, No. 1., pp. 69-91.
5 REASONS YOU SHOULD REPLACE "LATINO" WITH "LATINX"
Acosta, C,, & Mir, A. (Sum 2012) - “Empowering Young People to be Critical Thinkers - The Mexican American Studies Program in Tucson.” In Voices in Urban Education, Vol. Number 34, pp. 15-26.
Arce, M. (Jan 1, 2017). Xicana/o Indigenous Epistemologies: Toward a Decolonizing and Liberatory Education for Xicana/o Youth. In "White" Washing American Education: The New Culture Wars in Ethnic Studies [2 volumes], (pp. 11-40).
Gomez, C., Jimenez-Silva, M. (2012). Mexican American Studies: The Historical Legitimacy of an Educatoinal Program. In Association of Mexican-American Educators (AMAE) Journal, Theme Issue, Volume 6, Issue 1, pp. 15-23.
Phippen, J. (July 19, 2015). How One Law Banning Ethnic Studies Led To Its Rise. Retrieved from: https://www.theatlantic.com/education/archive/2015/07/how-one-law-banning-ethnic-studies-led-to-rise/398885/
Romero, A., & Vensor, V. (n/d). CONSEJOS PARA SU FUTURO EN EDUCACIÓN: SUGGESTIONS FOR YOUR FUTURE IN HIGHER EDUCATION FROM CHICANOS AND CHICANAS. Retrieved from: https://mas.arizona.edu/sites/mas.arizona.edu/files/files-page/consejos.pdf
Romero, A., Arce, S., & Cammarota, J. (July 2009). “A Barrio Pedagogy: identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism.” In Race Ethnicity and Education, Vol. 12, No. 2. Pp. 217-233.
Sleeter, C. (2011). The Academic and Social Value of Ethnic Studies: A Research Review. National Education Association. Retrieved from: http://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-studies.pdf
Yosso, T.J. (March 2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. In Race Ethnicity and Education, Vol 8, No. 1., pp. 69-91.
Websites
https://mexika.org/
http://www.pbs.org/latino-americans/en/
Exploring the Chicana Feminist Movement http://umich.edu/~ac213/student_projects07/latfem/latfem/whatisit.html
Making Face , Making Soul: A Chicana Feminist Website
http://www.chicanas.com/
UNM Dept of Chicana and Chicano Studies
http://chicanos.unm.edu/
UTEP Dept of Chicano Studies
http://academics.utep.edu/Default.aspx?alias=academics.utep.edu/chicano
CSUM Dept of Chicana and Chicano Studies
http://www.csun.edu/humanities/chicana-chicano-studies
University of Arizona - Department of Mexican American Studies
https://mas.arizona.edu/
https://mexika.org/
http://www.pbs.org/latino-americans/en/
Exploring the Chicana Feminist Movement http://umich.edu/~ac213/student_projects07/latfem/latfem/whatisit.html
Making Face , Making Soul: A Chicana Feminist Website
http://www.chicanas.com/
UNM Dept of Chicana and Chicano Studies
http://chicanos.unm.edu/
UTEP Dept of Chicano Studies
http://academics.utep.edu/Default.aspx?alias=academics.utep.edu/chicano
CSUM Dept of Chicana and Chicano Studies
http://www.csun.edu/humanities/chicana-chicano-studies
University of Arizona - Department of Mexican American Studies
https://mas.arizona.edu/