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Challenges and Opportunities in Implementing Ethnic Studies and Asian American Studies Requirements

 

 

David Yoo, Lauren Higa, Eric Estuar Reyes, Darlene Lee
Elizabeth Kerr, Stewart Kwoh, Asm. Mike Fong, Estella Owoimaha-Church

 

In August 2020, California Governor Gavin Newsom signed Assembly Bill 1460 requiring all students enrolled in California State University campuses to take a 3-unit class in Native American Studies, African American Studies, Asian American Studies or Latina and Latino Studies. The new law made California the first state to require Ethnic Studies as a university graduation requirement. The passage and implementation of California AB 1460 led to curricular changes in the Community Colleges and reinvigorated historical and contemporary debates on diversity requirements in the University of California system. AB 1460 also serves as the catalyst for justice, equity, diversity, and inclusion discussions in both K-12 and higher education curriculum across the nation.

 

In October 2021, Governor Newsom signed Assembly Bill 101 into law, making Ethnic Studies a high school graduation requirement in order to give students the opportunity to learn about the histories, stories, and contributions of historically marginalized peoples to American society. Over the past year, Illinois, New Jersey, and Illinois have passed legislation requiring public schools teach the cultural, political and social contributions of Asian Americans and Pacific Islanders. This session will focus on the challenges and opportunities in implementing Ethnic Studies and Asian American Studies requirements in California and nationwide. In particular, how do we ensure that the curriculum on the history and lived experiences of Asian American and Pacific Islander communities is not watered down or overlooked in fulfilling these requirements.

 

Challenges and Opportunities in Implementing Ethnic Studies and Asian American Studies Requirements (Notes)
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