Ethnic Studies, Research on

Nature of the Research

Currently, the “gold standard” for program evaluation consists of experimental research using randomized assignment to control and experimental groups, with pre- and postassessments that include standardized achievement tests. While some ethnic studies research takes this form, much of it consists of small-scale case studies that use outcome measures, such as descriptions of student engagement that were meaningful to the context and time of the study. Ironically, program evaluation shifted toward experimental research when the standards-based reform movement made it more difficult to develop and sustain K–12 ethnic studies curricula. Nonetheless, there are many studies with research findings that generally converge; for more detail, see Christine Sleeter's report The Academic and Social Value of Ethnic Studies: A Research Review.

Impact of Curricula Designed Primarily for the Group Studied

Ethnic studies curricula designed primarily for students who are members of the group under study are usually part of a broader effort to improve the quality of education for students of that group. Curriculum projects have been evaluated in relationship to three overlapping impacts on students: academic engagement, academic achievement, and personal empowerment. The great majority of studies document a positive impact. Three studies with middle school students found high levels of student engagement when literature by authors of the students' ethnic background was used. Research on five literacy curricula (three involving African American students and two involving Native American students) documented significant growth in students' literacy skills. Research on two math and science curricula (both involving Native American students) found a positive impact on student achievement and attitudes toward learning. Research on five other curricula (three in social studies, one in literature, and one in life skills) found a positive impact on students' achievement and sense of agency.

For example, Julio Cammarota and Augustine Romero investigated the impact of the Mexican American Studies Social Justice Education Project in Tucson, Arizona. This four-semester high school social studies program includes three components: (1) an academically rigorous curriculum that is relevant to the students' lives and is both aligned with state standards and designed through Chicana/o intellectual knowledge; (2) critical pedagogy in which students develop critical thinking and critical consciousness, creating rather than [Page 843]consuming knowledge; and (3) authentic caring in which teachers demonstrate deep respect for students as intellectual and full human beings. Over a 4-year period, Chicana/o students in the program outscored Anglo students in the same school on the state's reading, writing, and math exams, and their graduation rates (about 95%) exceeded those of Anglo students (about 84%) in the site(s) where the program was offered.

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