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"content": "\u003cp>A bill that cleared another hurdle in the Legislature this week would make a one-semester ethnic studies class a graduation requirement for California high school students, beginning with those graduating in the 2029-30 school year.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, authored by Assemblymember Jose Medina, D-Riverside, would require public schools to offer at least one ethnic studies course starting in the 2025-26 school year. The Senate Education Committee passed the measure Wednesday by a 4-2 vote. It heads to the Senate Appropriations Committee next month. If the Senate passes the bill — which was already approved by the Assembly on May 27 — Gov. Gavin Newsom could sign it into law by Oct. 10.\u003c/p>\n\u003cp>The measure was first introduced in January 2019 as \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB331\">AB 331\u003c/a>, but Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed\u003c/a> it last September, saying the ethnic studies model curriculum needed revising. Medina reintroduced the bill as AB 101 in December — and the California State Board of Education passed an \u003ca href=\"https://edsource.org/2021/after-8-hours-250-plus-speakers-california-board-adopts-ethnic-studies-model-curriculum/651641\">ethnic studies model curriculum\u003c/a> in March.\u003c/p>\n\u003cp>[aside postID=news_11865712]The model curriculum is voluntary for school districts to adopt and is intended to build upon classes already offered in high schools across the state. It will serve as a guide for schools and lays out the goals and principles of ethnic studies, suggested lesson plans, and instructional approaches.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond said in March that he recognized the importance of introducing a non-ethnocentric curriculum that would teach students of color about their history.\u003c/p>\n\u003cp>“After the killing of George Floyd, we sought to provide support to our students for the trauma that the nation, that the world had witnessed,” Thurmond said. “Our students said to us that they wanted to see representations of themselves. They asked us why they didn’t learn about their own histories in school.”\u003c/p>\n\u003cp>AB 101 has the support of organizations such as the California Teachers Association, the Hispanic Association of Colleges and Universities and GENup, a student-led advocacy group.\u003c/p>\n\u003cp>“It’s a big step, no doubt,” Medina said during Wednesday’s hearing. “I think it is something that is overdue in the state and in this country.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Republican Sen. Brian Dahle, who sits on the education committee and represents the state’s far-northeastern region, worries AB 101 would put rural school districts at a disadvantage as they might not have the resources or expertise to put together an ethnic studies curriculum.\u003c/p>\n\u003cp>“This bill is going to come into law, and then there’s not going to be anything other than what has been proposed,” Dahle said during the hearing. “Let’s talk about the timing of this bill and what curriculum will be available for the thousands of school districts in our state that don’t have the resources to come up with this type of well-balanced curriculum.”\u003c/p>\n\u003cp>In response, Medina said the bill would give school districts about four years to come up with a curriculum and pointed to the over-900-page state ethnic studies model curriculum districts can utilize.\u003c/p>\n\u003ch3>Districts already moving ahead with ethnic studies\u003c/h3>\n\u003cp>Some school districts in the Bay Area and across the state aren’t waiting for AB 101. The Los Gatos-Saratoga Union High School District is set to pilot its first ethnic studies class this fall — a course asking first-year students to examine power structures in topics like race, nationality, ethnicity and socioeconomic and cultural groups in the U.S.\u003c/p>\n\u003cp>[aside postID=news_11830384 hero='https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495678.750x-672x372.png']At Saratoga High School, first-year students will have the option of taking either the new ethnic studies class or world geography for a semester.\u003c/p>\n\u003cp>Mike Davey, a social studies teacher at Saratoga High, co-created the ethnic studies class. He said he hopes students who take it can continue to address issues they’ll learn about, such as systemic racism and white privilege, throughout the rest of high school — and he emphasized the importance of allowing students to judge facts for themselves.\u003c/p>\n\u003cp>“Some kids may not believe [systemic racism and white privilege exist] when they come in, but if you give facts and say, ‘You be the judge of these facts,’ then hopefully they understand the problem,” Davey said. “And then they can work on a solution.”\u003c/p>\n\u003cp>Davey said his team drew on resources from experts, including the Oakland-based Equal Justice Society, an advocacy group focused on school discipline, the school-to-prison pipeline and inequities in the criminal justice system.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-adds-ethnic-studies-graduation-requirement\">announced in March\u003c/a> it will make at least two semesters of an ethnic studies class mandatory in its schools starting with the class of 2028.\u003c/p>\n\u003cp>The Los Angeles Unified School District — the largest in the state — and the Fresno Unified School District also have announced plans to require an ethnic studies course for graduation. LAUSD \u003ca href=\"https://abc7.com/lausd-los-angeles-board-of-education-unified-school-district-ethnic-studies/6390045/\">will require the course\u003c/a> as a graduation requirement by the 2023-24 school year, and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article244950637.html\">FUSD\u003c/a> will require it beginning this upcoming school year.\u003c/p>\n\u003cp>But at least one Bay Area high school has required an ethnic studies class long before current statewide efforts gained steam.\u003c/p>\n\u003ch3>Lessons from Berkeley High, ethnic studies vanguard\u003c/h3>\n\u003cfigure id=\"attachment_11881446\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11881446 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg\" alt=\"A woman, hands in her sweatshirt pocket, stands outside the windowed front of a school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley Unified School District teacher Dana Moran, pictured outside Berkeley High School in April. Moran has taught ethnic studies at Berkeley High since 1993. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Berkeley High School, ethnic studies has been a mandatory class for ninth grade students since 1990, after a group of parents, students and teachers fought to make the class a district requirement.\u003c/p>\n\u003cp>The ethnic studies class focuses on culture, race and immigration through sociological, political and historical lenses. It encourages students to make personal connections while investigating the history of current politics and global dynamics and themes of systemic racism.\u003c/p>\n\u003cp>Dana Moran has been teaching ethnic studies at Berkeley High since 1993, and is now one of seven teachers who currently head seven separate ethnic studies courses.\u003c/p>\n\u003cp>“In 1990, the board decided to make it a requirement for graduation, but they had no curriculum and no teachers,” she said. “It was given basically to every teacher who had a free period, so English teachers and the baseball and football coaches were both given an ethnic studies section. And it was, I think, a pretty unmitigated disaster at that point.”\u003c/p>\n\u003cp>Three years after the board made ethnic studies a requirement, Berkeley High’s principal made it his mission to hire a group of teachers for the class. Moran was one of them.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Abby Sanchez, Berkeley High graduate\"]‘[Ethnic studies] really helped me understand the history of the United States, not as a country that once was oppressive, and then changed — but rather how oppression has been part of U.S. history and still is.’[/pullquote]The class curricula undergo frequent revisions, and Moran said what is currently being taught at the school is very similar to the state’s ethnic studies model curriculum. But because ethnic studies is a one-semester class, there is not enough time to cover all the topics listed in the model curriculum.\u003c/p>\n\u003cp>Moran acknowledged it is not possible to comprehensively dive into every racial group that Berkeley High’s body is composed of in one semester, but said the classes aim to be as inclusive as possible.\u003c/p>\n\u003cp>“We certainly invite students to check if we’re wrong or add things if they know something,” she said. “We try to make space for students to jump in and add things they know, want to say or feel like needs to be contributed.”\u003c/p>\n\u003cp>Abby Sanchez, who graduated from Berkeley High in 2020 and now attends Barnard College in New York, took the ethnic studies class during her first year of high school with Courtney Anderson, a former Berkeley High teacher.\u003c/p>\n\u003cp>She said some of the topics she learned about for the first time had a big impact on her, topics including Jim Crow segregation laws, the war on drugs and housing accessibility for people of color, in addition to the history of \u003ca href=\"https://www.kqed.org/lowdown/18486/redlining\">redlining\u003c/a> in the Bay Area.\u003c/p>\n\u003cp>“It really helped me understand the history of the United States, not as a country that once was oppressive, and then changed,” Sanchez said, “but rather, how oppression has been part of U.S. history and still is.”\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']The class also involved discussion on more sensitive issues.\u003c/p>\n\u003cp>“I learned about Mexican repatriation, and as a Mexican-identifying person, it’s so hard to learn that,” she said, referring to the forced deportation of hundreds of thousands of Mexicans and Mexican Americans during the Great Depression, most of whom were U.S. citizens. “But, all my classmates were learning it with me. There were no classmates that were like, ‘Oh, this didn’t exist. This didn’t happen.’”\u003c/p>\n\u003cp>Sanchez also said that unlike a regular history class, she thought the ethnic studies course helped bridge a gap in historical context between when slavery began in the U.S. up until today.\u003c/p>\n\u003cp>“In comparison to the AP U.S. history class, there is so much more about lives today, so much more about the history of oppressed peoples and their story, because they’re neglected in everyday academia,” she said. “It’s so easy to silence them, and then we just forget that it happened as a generation because we didn’t experience it. This class was really an important way to make sure their stories continue to be told.”\u003c/p>\n\u003cp>Mexica Greco, who graduated from Berkeley High in June and plans to attend St. Olaf College in Minnesota this fall, also took Anderson’s ethnic studies class her freshman year. Greco describes herself as mixed race, but predominantly Asian. She said she had been exposed before to many of the topics that were covered in the class.\u003c/p>\n\u003cp>“I’m a person of color, and my mom is an immigrant,” she said. “I’ve learned about my history from my mom and my dad, but I remember my classmates not really knowing much and sometimes asking me questions.”\u003c/p>\n\u003cfigure id=\"attachment_11881502\" class=\"wp-caption alignright\" style=\"max-width: 1685px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11881502\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg\" alt=\"\" width=\"1685\" height=\"1953\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco.jpg 1685w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-800x927.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1020x1182.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-160x185.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1325x1536.jpg 1325w\" sizes=\"(max-width: 1685px) 100vw, 1685px\">\u003cfigcaption class=\"wp-caption-text\">Mexica Greco graduated from Berkeley High in June. She plans to attend St. Olaf College in Minnesota this fall. \u003ccite>(Courtesy Mexica Greco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greco said the class has made her more aware of the inequities that exist in society, to an extent, but she thinks it should be offered to upperclassmen as opposed to freshmen.\u003c/p>\n\u003cp>“Just because it was a freshman class, it wasn’t as serious as it could have been,” Greco said. “If I took this class as a senior, I would have been able to understand a lot more. I personally think it was good in the moment for what it is, but a lot more could have been covered for an older group of kids.”\u003c/p>\n\u003ch3>Could Ethnic Studies Courses Actually Improve Student Outcomes?\u003c/h3>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/content/causal-effects-cultural-relevance-evidence-ethnic-studies-curriculum\">2017 study\u003c/a> published by Thomas Dee, professor at Stanford University, and Emily Penner, assistant professor of education at UC Irvine, reinforces the growing movement for schools to offer ethnic studies.\u003c/p>\n\u003cp>The study looked at outcomes for students of a ninth grade ethnic studies pilot class at several SFUSD high schools beginning in 2010.\u003c/p>\n\u003cp>Students whose eighth grade GPA was below 2.0 were, by default, assigned to the ethnic studies class during their freshman year with the choice of opting out. The study observed end-of-ninth grade outcomes for these students, which Dee said was predictive of high school persistence, such as attendance, credit accumulation, GPA and graduation.\u003c/p>\n\u003cp>Dee and Penner’s study saw a jump in attendance and GPA, in addition to greater credit accumulation for students who took the ethnic studies class relative to those who were less likely to take the course.\u003c/p>\n\u003cp>“This evidence is suggesting that there’s considerable power in innovative curriculum and pedagogy, like those embedded in ethnic studies,” Dee said. “It’s probably been as influential as any research I’ve ever done. San Francisco Unified went to scale with their ethnic studies course in the wake of our findings. And I think it’s fair to say they contributed to some of the momentum for ethnic studies throughout California.”\u003c/p>\n\u003cp>Dee and Penner have continued to track high school completion and college entrance outcomes for all students in the original study over the years.\u003c/p>\n\u003cp>“We’re going beyond the immediate grade nine outcomes to seeing if ethnic studies leads to an increase in educational attainment, in particular, high school completion,” Dee said. “It’s so important because one of the most well-documented facts in education policy is that graduating from high school has substantial, long-run benefits for kids.”\u003c/p>\n\u003cp>The results are expected to be released in a research publication in the coming months.\u003c/p>\n\u003cp>“I think the ethnic studies model curriculum will show its most promise in places where districts take the model curriculum as a point of departure both for adapting the curriculum to their local circumstances and to supporting teacher capacity to deliver it,” Dee said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "A bill to make ethnic studies a California high school graduation requirement cleared another hurdle this week. Some Bay Area schools are already moving forward with classes — and others have offered them for decades.",
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"title": "As High School Ethnic Studies Bill Advances, Some Bay Area Schools Are Ahead of the Curve | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bill that cleared another hurdle in the Legislature this week would make a one-semester ethnic studies class a graduation requirement for California high school students, beginning with those graduating in the 2029-30 school year.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, authored by Assemblymember Jose Medina, D-Riverside, would require public schools to offer at least one ethnic studies course starting in the 2025-26 school year. The Senate Education Committee passed the measure Wednesday by a 4-2 vote. It heads to the Senate Appropriations Committee next month. If the Senate passes the bill — which was already approved by the Assembly on May 27 — Gov. Gavin Newsom could sign it into law by Oct. 10.\u003c/p>\n\u003cp>The measure was first introduced in January 2019 as \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB331\">AB 331\u003c/a>, but Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed\u003c/a> it last September, saying the ethnic studies model curriculum needed revising. Medina reintroduced the bill as AB 101 in December — and the California State Board of Education passed an \u003ca href=\"https://edsource.org/2021/after-8-hours-250-plus-speakers-california-board-adopts-ethnic-studies-model-curriculum/651641\">ethnic studies model curriculum\u003c/a> in March.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The model curriculum is voluntary for school districts to adopt and is intended to build upon classes already offered in high schools across the state. It will serve as a guide for schools and lays out the goals and principles of ethnic studies, suggested lesson plans, and instructional approaches.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond said in March that he recognized the importance of introducing a non-ethnocentric curriculum that would teach students of color about their history.\u003c/p>\n\u003cp>“After the killing of George Floyd, we sought to provide support to our students for the trauma that the nation, that the world had witnessed,” Thurmond said. “Our students said to us that they wanted to see representations of themselves. They asked us why they didn’t learn about their own histories in school.”\u003c/p>\n\u003cp>AB 101 has the support of organizations such as the California Teachers Association, the Hispanic Association of Colleges and Universities and GENup, a student-led advocacy group.\u003c/p>\n\u003cp>“It’s a big step, no doubt,” Medina said during Wednesday’s hearing. “I think it is something that is overdue in the state and in this country.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Republican Sen. Brian Dahle, who sits on the education committee and represents the state’s far-northeastern region, worries AB 101 would put rural school districts at a disadvantage as they might not have the resources or expertise to put together an ethnic studies curriculum.\u003c/p>\n\u003cp>“This bill is going to come into law, and then there’s not going to be anything other than what has been proposed,” Dahle said during the hearing. “Let’s talk about the timing of this bill and what curriculum will be available for the thousands of school districts in our state that don’t have the resources to come up with this type of well-balanced curriculum.”\u003c/p>\n\u003cp>In response, Medina said the bill would give school districts about four years to come up with a curriculum and pointed to the over-900-page state ethnic studies model curriculum districts can utilize.\u003c/p>\n\u003ch3>Districts already moving ahead with ethnic studies\u003c/h3>\n\u003cp>Some school districts in the Bay Area and across the state aren’t waiting for AB 101. The Los Gatos-Saratoga Union High School District is set to pilot its first ethnic studies class this fall — a course asking first-year students to examine power structures in topics like race, nationality, ethnicity and socioeconomic and cultural groups in the U.S.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At Saratoga High School, first-year students will have the option of taking either the new ethnic studies class or world geography for a semester.\u003c/p>\n\u003cp>Mike Davey, a social studies teacher at Saratoga High, co-created the ethnic studies class. He said he hopes students who take it can continue to address issues they’ll learn about, such as systemic racism and white privilege, throughout the rest of high school — and he emphasized the importance of allowing students to judge facts for themselves.\u003c/p>\n\u003cp>“Some kids may not believe [systemic racism and white privilege exist] when they come in, but if you give facts and say, ‘You be the judge of these facts,’ then hopefully they understand the problem,” Davey said. “And then they can work on a solution.”\u003c/p>\n\u003cp>Davey said his team drew on resources from experts, including the Oakland-based Equal Justice Society, an advocacy group focused on school discipline, the school-to-prison pipeline and inequities in the criminal justice system.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-adds-ethnic-studies-graduation-requirement\">announced in March\u003c/a> it will make at least two semesters of an ethnic studies class mandatory in its schools starting with the class of 2028.\u003c/p>\n\u003cp>The Los Angeles Unified School District — the largest in the state — and the Fresno Unified School District also have announced plans to require an ethnic studies course for graduation. LAUSD \u003ca href=\"https://abc7.com/lausd-los-angeles-board-of-education-unified-school-district-ethnic-studies/6390045/\">will require the course\u003c/a> as a graduation requirement by the 2023-24 school year, and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article244950637.html\">FUSD\u003c/a> will require it beginning this upcoming school year.\u003c/p>\n\u003cp>But at least one Bay Area high school has required an ethnic studies class long before current statewide efforts gained steam.\u003c/p>\n\u003ch3>Lessons from Berkeley High, ethnic studies vanguard\u003c/h3>\n\u003cfigure id=\"attachment_11881446\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11881446 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg\" alt=\"A woman, hands in her sweatshirt pocket, stands outside the windowed front of a school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley Unified School District teacher Dana Moran, pictured outside Berkeley High School in April. Moran has taught ethnic studies at Berkeley High since 1993. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Berkeley High School, ethnic studies has been a mandatory class for ninth grade students since 1990, after a group of parents, students and teachers fought to make the class a district requirement.\u003c/p>\n\u003cp>The ethnic studies class focuses on culture, race and immigration through sociological, political and historical lenses. It encourages students to make personal connections while investigating the history of current politics and global dynamics and themes of systemic racism.\u003c/p>\n\u003cp>Dana Moran has been teaching ethnic studies at Berkeley High since 1993, and is now one of seven teachers who currently head seven separate ethnic studies courses.\u003c/p>\n\u003cp>“In 1990, the board decided to make it a requirement for graduation, but they had no curriculum and no teachers,” she said. “It was given basically to every teacher who had a free period, so English teachers and the baseball and football coaches were both given an ethnic studies section. And it was, I think, a pretty unmitigated disaster at that point.”\u003c/p>\n\u003cp>Three years after the board made ethnic studies a requirement, Berkeley High’s principal made it his mission to hire a group of teachers for the class. Moran was one of them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The class curricula undergo frequent revisions, and Moran said what is currently being taught at the school is very similar to the state’s ethnic studies model curriculum. But because ethnic studies is a one-semester class, there is not enough time to cover all the topics listed in the model curriculum.\u003c/p>\n\u003cp>Moran acknowledged it is not possible to comprehensively dive into every racial group that Berkeley High’s body is composed of in one semester, but said the classes aim to be as inclusive as possible.\u003c/p>\n\u003cp>“We certainly invite students to check if we’re wrong or add things if they know something,” she said. “We try to make space for students to jump in and add things they know, want to say or feel like needs to be contributed.”\u003c/p>\n\u003cp>Abby Sanchez, who graduated from Berkeley High in 2020 and now attends Barnard College in New York, took the ethnic studies class during her first year of high school with Courtney Anderson, a former Berkeley High teacher.\u003c/p>\n\u003cp>She said some of the topics she learned about for the first time had a big impact on her, topics including Jim Crow segregation laws, the war on drugs and housing accessibility for people of color, in addition to the history of \u003ca href=\"https://www.kqed.org/lowdown/18486/redlining\">redlining\u003c/a> in the Bay Area.\u003c/p>\n\u003cp>“It really helped me understand the history of the United States, not as a country that once was oppressive, and then changed,” Sanchez said, “but rather, how oppression has been part of U.S. history and still is.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The class also involved discussion on more sensitive issues.\u003c/p>\n\u003cp>“I learned about Mexican repatriation, and as a Mexican-identifying person, it’s so hard to learn that,” she said, referring to the forced deportation of hundreds of thousands of Mexicans and Mexican Americans during the Great Depression, most of whom were U.S. citizens. “But, all my classmates were learning it with me. There were no classmates that were like, ‘Oh, this didn’t exist. This didn’t happen.’”\u003c/p>\n\u003cp>Sanchez also said that unlike a regular history class, she thought the ethnic studies course helped bridge a gap in historical context between when slavery began in the U.S. up until today.\u003c/p>\n\u003cp>“In comparison to the AP U.S. history class, there is so much more about lives today, so much more about the history of oppressed peoples and their story, because they’re neglected in everyday academia,” she said. “It’s so easy to silence them, and then we just forget that it happened as a generation because we didn’t experience it. This class was really an important way to make sure their stories continue to be told.”\u003c/p>\n\u003cp>Mexica Greco, who graduated from Berkeley High in June and plans to attend St. Olaf College in Minnesota this fall, also took Anderson’s ethnic studies class her freshman year. Greco describes herself as mixed race, but predominantly Asian. She said she had been exposed before to many of the topics that were covered in the class.\u003c/p>\n\u003cp>“I’m a person of color, and my mom is an immigrant,” she said. “I’ve learned about my history from my mom and my dad, but I remember my classmates not really knowing much and sometimes asking me questions.”\u003c/p>\n\u003cfigure id=\"attachment_11881502\" class=\"wp-caption alignright\" style=\"max-width: 1685px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11881502\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg\" alt=\"\" width=\"1685\" height=\"1953\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco.jpg 1685w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-800x927.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1020x1182.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-160x185.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1325x1536.jpg 1325w\" sizes=\"(max-width: 1685px) 100vw, 1685px\">\u003cfigcaption class=\"wp-caption-text\">Mexica Greco graduated from Berkeley High in June. She plans to attend St. Olaf College in Minnesota this fall. \u003ccite>(Courtesy Mexica Greco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greco said the class has made her more aware of the inequities that exist in society, to an extent, but she thinks it should be offered to upperclassmen as opposed to freshmen.\u003c/p>\n\u003cp>“Just because it was a freshman class, it wasn’t as serious as it could have been,” Greco said. “If I took this class as a senior, I would have been able to understand a lot more. I personally think it was good in the moment for what it is, but a lot more could have been covered for an older group of kids.”\u003c/p>\n\u003ch3>Could Ethnic Studies Courses Actually Improve Student Outcomes?\u003c/h3>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/content/causal-effects-cultural-relevance-evidence-ethnic-studies-curriculum\">2017 study\u003c/a> published by Thomas Dee, professor at Stanford University, and Emily Penner, assistant professor of education at UC Irvine, reinforces the growing movement for schools to offer ethnic studies.\u003c/p>\n\u003cp>The study looked at outcomes for students of a ninth grade ethnic studies pilot class at several SFUSD high schools beginning in 2010.\u003c/p>\n\u003cp>Students whose eighth grade GPA was below 2.0 were, by default, assigned to the ethnic studies class during their freshman year with the choice of opting out. The study observed end-of-ninth grade outcomes for these students, which Dee said was predictive of high school persistence, such as attendance, credit accumulation, GPA and graduation.\u003c/p>\n\u003cp>Dee and Penner’s study saw a jump in attendance and GPA, in addition to greater credit accumulation for students who took the ethnic studies class relative to those who were less likely to take the course.\u003c/p>\n\u003cp>“This evidence is suggesting that there’s considerable power in innovative curriculum and pedagogy, like those embedded in ethnic studies,” Dee said. “It’s probably been as influential as any research I’ve ever done. San Francisco Unified went to scale with their ethnic studies course in the wake of our findings. And I think it’s fair to say they contributed to some of the momentum for ethnic studies throughout California.”\u003c/p>\n\u003cp>Dee and Penner have continued to track high school completion and college entrance outcomes for all students in the original study over the years.\u003c/p>\n\u003cp>“We’re going beyond the immediate grade nine outcomes to seeing if ethnic studies leads to an increase in educational attainment, in particular, high school completion,” Dee said. “It’s so important because one of the most well-documented facts in education policy is that graduating from high school has substantial, long-run benefits for kids.”\u003c/p>\n\u003cp>The results are expected to be released in a research publication in the coming months.\u003c/p>\n\u003cp>“I think the ethnic studies model curriculum will show its most promise in places where districts take the model curriculum as a point of departure both for adapting the curriculum to their local circumstances and to supporting teacher capacity to deliver it,” Dee said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Earlier this month, leaders at Mills College announced that the school, which has been in the Bay Area for 169 years, will no longer be awarding degrees starting in 2023.\u003c/p>\n\u003cp>This news came as a shock to many students, faculty and alumni, who know Mills as a unique place for women and LGBTQ people who care about the arts and about social justice.\u003c/p>\n\u003cp>Today, we’ll learn about the history and legacy of Mills College and its impact on the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"http://@chloeveltman\" target=\"_blank\" rel=\"noopener noreferrer\">Chloe Veltman\u003c/a>, KQED arts and culture reporter\u003c/p>\n\u003cp>\u003cem>Episode transcript is \u003ca href=\"https://bit.ly/3cGlgaN\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Subscribe to \u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>The Bay\u003c/i>\u003c/a>\u003ci> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>Apple Podcasts\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>Spotify\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>Stitcher\u003c/i>\u003c/a>\u003ci>, NPR One or via \u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>Alexa\u003c/i>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this month, leaders at Mills College announced that the school, which has been in the Bay Area for 169 years, will no longer be awarding degrees starting in 2023.\u003c/p>\n\u003cp>This news came as a shock to many students, faculty and alumni, who know Mills as a unique place for women and LGBTQ people who care about the arts and about social justice.\u003c/p>\n\u003cp>Today, we’ll learn about the history and legacy of Mills College and its impact on the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"http://@chloeveltman\" target=\"_blank\" rel=\"noopener noreferrer\">Chloe Veltman\u003c/a>, KQED arts and culture reporter\u003c/p>\n\u003cp>\u003cem>Episode transcript is \u003ca href=\"https://bit.ly/3cGlgaN\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Subscribe to \u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>The Bay\u003c/i>\u003c/a>\u003ci> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>Apple Podcasts\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>Spotify\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>Stitcher\u003c/i>\u003c/a>\u003ci>, NPR One or via \u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>Alexa\u003c/i>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "California Adopts First Statewide Ethnic Studies Curriculum",
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"content": "\u003cp>As America reels from its latest spate of deadly hate crimes and racism, the California State Board of Education on Thursday approved the nation’s first statewide ethnic studies curriculum for high schools, saying the teaching of discrimination and oppression has never been more important.\u003c/p>\n\u003cp>After an eight-hour public meeting Thursday, board members voted unanimously, 11-0, to approve the curriculum it hopes will become a model for other states to follow.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Linda Darling-Hammond, California Board of Education president \"]'We are reminded daily that racism is not only a legacy of the past but a clear and present danger. We must understand this history if we are finally to end it. '[/pullquote]Educators and civil rights leaders who spoke at the meeting mourned the eight people killed this week in Georgia, most of them Asian women, as the latest tragic example of racism but also a poignant reminder that education is an essential strategy to combating hate.\u003c/p>\n\u003cp>“We are reminded daily that racism is not only a legacy of the past but a clear and present danger,” said California State Board of Education President Linda Darling-Hammond, who led President Biden’s education transition team. “We must understand this history if we are finally to end it.”\u003c/p>\n\u003cp>Crafting the curriculum took three years, drawing more than 100,000 public comments, as different groups objected to being left out or misrepresented. Public comment that preceded the board’s vote drew about 150 callers, many of whom asked the board to reject the curriculum, echoing the heated debate that took place throughout its drafting. The loudest criticism came from Jewish and pro-Arab groups who accused each other of trying to silence the other’s histories.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some callers who identified themselves as Jewish and the descendants of Holocaust survivors said the plan “erased the unique stories of Jews in the Middle East.” Others criticized the curriculum as anti-Arab, saying it white-washed content about Arab Americans and erased earlier content about Palestinians.\u003c/p>\n\u003cp>The nearly 900-page Ethnic Studies Model Curriculum, which has been years in the making, is meant to teach high school students about the struggles and contributions of “historically marginalized peoples which are often untold in U.S. history courses.” It centers on the four groups that are the focus of college-level ethnic studies: African Americans, Chicano/Latinos, Asian Americans and Pacific Islanders and Native Americans.\u003c/p>\n\u003cp>It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, who are not traditionally part of an ethnic studies curriculum “but have important stories to tell about oppression and contributions” to California and the country, state Superintendent of Public Instruction Tony Thurmond said.\u003c/p>\n\u003cp>Those groups were added after voicing strong objections to an earlier draft that left them out.\u003c/p>\n\u003cp>State education officials say this would be the first statewide ethnic studies model curriculum in the nation, although other states have taken different approaches to teaching ethnic studies. Oregon is developing ethnic studies standards for its social studies curriculum, while Connecticut high schools will be required to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>The course materials in California include 33 lesson plans, which schools are not required to use but can pick from to fit their student communities. More than three-quarters of California's 6.2 million K-12 students are non-white: 55% Latino, 22% white, 12% Asian or Pacific Islander and 5% Black, according to the \u003ca href=\"https://www.cde.ca.gov/ds/\">latest state education data\u003c/a>.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ethnic-studies\"]One lesson plan suggests discussing an incident of police brutality as part of the Black Lives Matter movement. Another urges students to interview Korean Americans and Black residents who were in Los Angeles during the 1992 riots to study how existing tensions exploded into deadly violence.\u003c/p>\n\u003cp>Other lessons direct students to study poetry and art by Japanese Americans put in internment camps during World War II to better understand the hostility they faced.\u003c/p>\n\u003cp>“This is a pivotal moment in our California education history,” said Karen Korematsu, the daughter of late civil rights icon Fred Korematsu, a Japanese American who resisted internment during World War II and took his battle all the way to the U.S. Supreme Court, where he ultimately lost but devoted his life to fighting for civil rights.\u003c/p>\n\u003cp>“As my father said, ‘Stand up for what is right.’ Prejudice is ignorance, and the most powerful weapon we have is education,\" Korematsu said.\u003c/p>\n\u003cp>Several education officials called the curriculum “a starting point,\" noting that it will be added to and expanded upon and teachers will develop lessons that best suit their classes, as they acknowledged that a curriculum on racial and ethnic issues was bound to be divisive.\u003c/p>\n\u003cp>“This criticism will continue. I can guarantee you that,” said California Secretary of State Shirley Weber, a former lawmaker and academic who created an ethnic studies program at San Diego State University in the 1970s. “We will not find the perfect curriculum, but we have one that is strong.”\u003c/p>\n\u003cp>Renowned labor leader and civil rights activist Dolores Huerta also encouraged adoption of the new curriculum, speaking before the vote.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Si, Se Puede!” said Huerta, citing her famous phrase, “Yes we can!” that President Barack Obama borrowed as his campaign slogan. “We can make it happen. And it’s time.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Educators and civil rights leaders who spoke at the meeting mourned the eight people killed this week in Georgia, most of them Asian women, as the latest tragic example of racism but also a poignant reminder that education is an essential strategy to combating hate.\u003c/p>\n\u003cp>“We are reminded daily that racism is not only a legacy of the past but a clear and present danger,” said California State Board of Education President Linda Darling-Hammond, who led President Biden’s education transition team. “We must understand this history if we are finally to end it.”\u003c/p>\n\u003cp>Crafting the curriculum took three years, drawing more than 100,000 public comments, as different groups objected to being left out or misrepresented. Public comment that preceded the board’s vote drew about 150 callers, many of whom asked the board to reject the curriculum, echoing the heated debate that took place throughout its drafting. The loudest criticism came from Jewish and pro-Arab groups who accused each other of trying to silence the other’s histories.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some callers who identified themselves as Jewish and the descendants of Holocaust survivors said the plan “erased the unique stories of Jews in the Middle East.” Others criticized the curriculum as anti-Arab, saying it white-washed content about Arab Americans and erased earlier content about Palestinians.\u003c/p>\n\u003cp>The nearly 900-page Ethnic Studies Model Curriculum, which has been years in the making, is meant to teach high school students about the struggles and contributions of “historically marginalized peoples which are often untold in U.S. history courses.” It centers on the four groups that are the focus of college-level ethnic studies: African Americans, Chicano/Latinos, Asian Americans and Pacific Islanders and Native Americans.\u003c/p>\n\u003cp>It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, who are not traditionally part of an ethnic studies curriculum “but have important stories to tell about oppression and contributions” to California and the country, state Superintendent of Public Instruction Tony Thurmond said.\u003c/p>\n\u003cp>Those groups were added after voicing strong objections to an earlier draft that left them out.\u003c/p>\n\u003cp>State education officials say this would be the first statewide ethnic studies model curriculum in the nation, although other states have taken different approaches to teaching ethnic studies. Oregon is developing ethnic studies standards for its social studies curriculum, while Connecticut high schools will be required to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>The course materials in California include 33 lesson plans, which schools are not required to use but can pick from to fit their student communities. More than three-quarters of California's 6.2 million K-12 students are non-white: 55% Latino, 22% white, 12% Asian or Pacific Islander and 5% Black, according to the \u003ca href=\"https://www.cde.ca.gov/ds/\">latest state education data\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>One lesson plan suggests discussing an incident of police brutality as part of the Black Lives Matter movement. Another urges students to interview Korean Americans and Black residents who were in Los Angeles during the 1992 riots to study how existing tensions exploded into deadly violence.\u003c/p>\n\u003cp>Other lessons direct students to study poetry and art by Japanese Americans put in internment camps during World War II to better understand the hostility they faced.\u003c/p>\n\u003cp>“This is a pivotal moment in our California education history,” said Karen Korematsu, the daughter of late civil rights icon Fred Korematsu, a Japanese American who resisted internment during World War II and took his battle all the way to the U.S. Supreme Court, where he ultimately lost but devoted his life to fighting for civil rights.\u003c/p>\n\u003cp>“As my father said, ‘Stand up for what is right.’ Prejudice is ignorance, and the most powerful weapon we have is education,\" Korematsu said.\u003c/p>\n\u003cp>Several education officials called the curriculum “a starting point,\" noting that it will be added to and expanded upon and teachers will develop lessons that best suit their classes, as they acknowledged that a curriculum on racial and ethnic issues was bound to be divisive.\u003c/p>\n\u003cp>“This criticism will continue. I can guarantee you that,” said California Secretary of State Shirley Weber, a former lawmaker and academic who created an ethnic studies program at San Diego State University in the 1970s. “We will not find the perfect curriculum, but we have one that is strong.”\u003c/p>\n\u003cp>Renowned labor leader and civil rights activist Dolores Huerta also encouraged adoption of the new curriculum, speaking before the vote.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Si, Se Puede!” said Huerta, citing her famous phrase, “Yes we can!” that President Barack Obama borrowed as his campaign slogan. “We can make it happen. And it’s time.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-the-longest-student-strike-in-u-s-history-created-ethnic-studies",
"title": "Ethnic Studies: Born in the Bay Area from History's Biggest Student Strike",
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"content": "\u003cp>Earlier this summer, education advocates scored a major win in the California state Assembly.\u003c/p>\n\u003cp>Legislation passed \u003ca href=\"https://www.kqed.org/news/11825573/ethnic-studies-to-be-required-for-cal-state-university-students\">requiring all California State University students to take courses in ethnic studies\u003c/a>, including African American, Asian American, Latinx and Native American studies. Gov. Gavin Newsom is expected to sign the bill later this summer.\u003c/p>\n\u003cp>[baycuriouspodcastinfo]\u003c/p>\n\u003cp>Bay Curious received a question about ethnic studies from 23-year-old Michael Viray: “I’ve heard from one of my professors of ethnic studies at UC Davis that there was actually a revolution in the Bay Area for an ethnic studies field. Is this true? And how did it happen?”\u003c/p>\n\u003cp>Viray minored in Asian American Studies, fascinated by coursework that revealed the history and contributions of Filipino Americans, Asian Americans and Latinx Americans.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s not being taught in classrooms,” he said. “I didn’t know my own history.”\u003c/p>\n\u003cp>Michael’s professor was right. Ethnic studies was born from a revolution that began at San Francisco State in 1968. How it happened, is a fascinating story.\u003c/p>\n\u003cp>\u003cstrong>The Origins of Black Activism on Campus\u003c/strong>\u003c/p>\n\u003cp>November of 1968 was a tumultuous time. The United States was 13 years into the Vietnam War, Martin Luther King Jr. had been assassinated and the Black Panther Party was demanding systemic change for Black communities plagued by poverty and police brutality.\u003c/p>\n\u003cp>“There were members of the Black Student Union who were also members of the Black Panther Party,” said Nesbit Crutchfield, who started his studies at San Francisco State as a business school student in 1967. Crutchfield — who considered himself an “aspiring revolutionary” — soon joined San Francisco State’s Black Student Union, the very first in the country.\u003c/p>\n\u003cfigure id=\"attachment_11830386\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830386 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515532.750x.png\" alt=\"\" width=\"750\" height=\"521\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515532.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515532.750x-160x111.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Nesbit Crutchfield in a crowd at a San Francisco State College strike. \u003ccite>(Courtesy of Labor Archives and Research Center, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I felt very privileged to be a member of the Black Student Union,” Crutchfield said. “It was clear to me that the Black Student Union represented a very progressive energy and thought among Black students in the Bay Area.”\u003c/p>\n\u003cp>However, just a small percentage of Black students attended San Francisco State. Enrollment rates for minority students had dwindled down to just 4%, even though 70% of students in the San Francisco Unified School District were from minority backgrounds. Black students were just a fraction of that 4%. Crutchfield remembers it as a time when “white supremacy was the norm of the day.”\u003c/p>\n\u003cp>“It was very unusual to see Black people in any positive positions,” Crutchfield said. “As a Black person, you expected to be one of the very few Black people in any classroom, laboratory or auditorium. [The campus] was overwhelmingly white.”\u003c/p>\n\u003cp>Meanwhile, Black students were hungry to study their own history. The Black Student Union had been pushing the university to create a Black studies department for nearly three years, but administrators resisted the idea.\u003c/p>\n\u003cp>“Even though ethnic studies was not validated by the university, it doesn’t mean that that study wasn’t taking place,” said \u003ca href=\"https://faculty.sfsu.edu/~cheo/\">Jason Ferreira\u003c/a>, a professor in the Department of Race and Resistance Studies at San Francisco State’s College of Ethnic Studies.\u003c/p>\n\u003cp>Ferreira has spent years collecting oral histories on the student strike. Back in 1968, he said, students had to create their own spaces to learn about their history.\u003c/p>\n\u003cfigure id=\"attachment_11830387\" class=\"wp-caption alignleft\" style=\"max-width: 293px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830387\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/IMG_4106.jpeg\" alt=\"\" width=\"293\" height=\"391\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106.jpeg 480w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-414x552.jpeg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-354x472.jpeg 354w\" sizes=\"(max-width: 293px) 100vw, 293px\">\u003cfigcaption class=\"wp-caption-text\">Historian Jason Ferreira. \u003ccite>(Courtesy of Jason Ferreira)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There was something called the Experimental College, which was a student-run initiative for them to teach their own classes,” Ferreira said. “The Black Student Union had its own classes, so that was another space.”\u003c/p>\n\u003cp>But students didn’t just learn untold histories, they connected them to the ongoing struggle against systemic issues plaguing their communities, including poverty, police brutality and lack of affordable housing.\u003c/p>\n\u003cp>“It was an era of young people asking questions and wanting to transform their communities,” Ferreira explained. “That impulse, that hunger to transform one’s community is actually what forms the basis of ethnic studies.”\u003c/p>\n\u003ch2>Students of Color Create the Third World Liberation Front\u003c/h2>\n\u003cp>In fall 1968, Penny Nakatsu — originally from San Francisco’s Western Addition neighborhood — was grappling with her own questions about race and identity. At San Francisco State, she pursued a self-directed degree in Asian American studies.\u003c/p>\n\u003cp>“We weren’t ‘Asian Americans’ then, we were ‘Orientals,’ ” Nakatsu said. “ ‘Oriental’ is a term that was imposed on us by the larger society. Starting to use the term ‘Asian American’ was a way of taking back our own destiny.”\u003c/p>\n\u003cfigure id=\"attachment_11830398\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11830398\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-800x449.png\" alt=\"\" width=\"800\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-800x449.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM.png 973w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A KTVU News report from November 1968 at San Francisco State College in which Roger Alvarado (center) and Penny Nakatsu (right) announce the Third World Liberation Front’s support of the Black Student Union. \u003ccite>(Courtesy of Penny Nakatsu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At San Francisco State, Nakatsu found herself gravitating toward people with like-minded values and who were involved in the anti-war movement. She became a member of a student organization called the Asian American Political Alliance, which was one of many ethnic student organizations on campus. In early Fall of 1968, these organizations banded together and formed a coalition called \u003ca href=\"https://en.wikipedia.org/wiki/Third_World_Liberation_Front\">the Third World Liberation Front.\u003c/a>\u003c/p>\n\u003cp>“At that particular time, ‘Third World’ referred to the nonaligned countries or cultures in Asia, Africa and Latin America,” Nakatsu explained.\u003c/p>\n\u003cp>Though students in the Third World Liberation Front came from different cultures, they believed they were united in their shared history of colonial and imperial oppression. The students saw parallels between their tension with the school and what they viewed as the oppression of the Vietnamese by the United States military.\u003c/p>\n\u003ch2>The Firing of a Beloved Teacher Sparks Protest\u003c/h2>\n\u003cfigure id=\"attachment_11830392\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830392\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b.jpeg\" alt=\"\" width=\"750\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b.jpeg 500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b-160x105.jpeg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">George Murray, Minister of Education for the Black Panthers, teaching English at San Francisco State College. \u003ccite>(Courtesy of the California State Library)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of San Francisco State’s most influential anti-Vietnam War organizers was a popular English instructor named George Mason Murray. He also happened to be the minister of education for the \u003ca href=\"https://www.kqed.org/arts/tag/black-panthers\">Black Panther Party\u003c/a>. Students loved Murray, but his outspoken politics were not tolerated by San Francisco State administrators.\u003c/p>\n\u003cp>“The war in Vietnam is racist,” Murray said in a \u003ca href=\"https://diva.sfsu.edu/collections/sfbatv/bundles/187251?searchOffset=0\">televised press conference\u003c/a>. “It is the war that crackers like Johnson are using Black soldiers and poor white soldiers and Mexican soldiers as dupes and fools to fight against people of color in Vietnam.”\u003c/p>\n\u003cp>The board of trustees forced San Francisco State’s president, Robert Smith, to fire Murray on Nov. 1, 1968. Five days later, the Black Student Union and the Third World Liberation Front joined together and went on strike.\u003c/p>\n\u003cp>Murray’s suspension was like setting fire to kindling.\u003c/p>\n\u003cp>Student strikers wanted the right to define their own educational experience. Together they drafted \u003ca href=\"https://diva.sfsu.edu/collections/strike/bundles/187915\">15 demands\u003c/a>, including a \u003ca href=\"https://diva.sfsu.edu/collections/strike/bundles/187979?searchOffset=88\">school of Third World studies\u003c/a>, and a Black studies degree and department.\u003c/p>\n\u003cfigure id=\"attachment_11830393\" class=\"wp-caption aligncenter\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515517.750x.png\" alt=\"\" width=\"750\" height=\"522\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515517.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515517.750x-160x111.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Nesbit Crutchfield during the San Francisco State College strike. \u003ccite>(Courtesy of Labor Archives and Research Center, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In 1968, the vast majority of white people, a whole lot of Black people, and other people of color did not feel that it was reasonable to know more about themselves,” Crutchfield explained.\u003c/p>\n\u003cp>He disagreed. He and the other strikers felt it was vital.\u003c/p>\n\u003cp>“We knew that geniuses were falling by the wayside,” he said. “I’m talking about geniuses in education, in literature, in drama, in art … geniuses, in politics.”\u003c/p>\n\u003cp>The strikers also wanted to raise admission rates for students of color. At the time, a special admissions program intended to prioritize marginalized students continued to allocate spots to white students. Meanwhile, the United States military was disproportionately drafting Black and brown men to fight in the Vietnam War. They weren’t eligible for student exemption if they weren’t in school, which meant that their right to an education was a matter of life or death.\u003c/p>\n\u003cp>Strikers vowed to boycott all classes until the school met their demands.\u003c/p>\n\u003cp>“We wanted to find out and be educated about ourselves,” Crutchfield said. “If we could not get that, then nobody could get an education.”\u003c/p>\n\u003ch2>Five Months of Striking\u003c/h2>\n\u003cp>Initially, strikers engaged in acts of disruption known as the “War of the Flea,” a campaign to disrupt the normal operations of the school. Students put cherry bombs in toilets and checked out huge quantities of books to overwhelm the school’s library system.\u003c/p>\n\u003cp>Almost immediately, administrators invited police on campus. They swarmed San Francisco State, dressed in full riot gear and armed with five-foot batons. Students responded by throwing rocks and yelling obscenities at police and administrators.\u003c/p>\n\u003cfigure id=\"attachment_11830426\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830426 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515826.750x.png\" alt=\"\" width=\"750\" height=\"609\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515826.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515826.750x-160x130.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Police officers in riot gear marching in formation. \u003ccite>(Courtesy of University Archives, J. Paul Leonard Library, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By this time, Crutchfield had become a leader of the strike, often \u003ca href=\"https://www.youtube.com/watch?v=0QtlxIPNiQ0\">speaking to huge crowds of protesters\u003c/a>. He said his involvement put a target on his back.\u003c/p>\n\u003cp>“I’m quite sure they wouldn’t have cared if some of us had died. They definitely wanted some of us to go to prison. Some of us went to prison,” he said.\u003c/p>\n\u003cp>One day early on in the strike, police surrounded the Black Student Union office. Crutchfield said police were looking to arrest its members.\u003c/p>\n\u003cfigure id=\"attachment_11830444\" class=\"wp-caption alignleft\" style=\"max-width: 214px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830444\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495646.750x.png\" alt=\"\" width=\"214\" height=\"334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495646.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495646.750x-160x250.png 160w\" sizes=\"(max-width: 214px) 100vw, 214px\">\u003cfigcaption class=\"wp-caption-text\">An unidentified, bloody-faced student is taken away in handcuffs during a protest. \u003ccite>(Courtesy of San Francisco State University Photographic Timeline Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I volunteered to leave the Black Student Union first,” Crutchfield said. “The police started running at me. I got beat up with nightsticks and boots and fists.”\u003c/p>\n\u003cp>The police arrested Crutchfield and escorted him off campus. He faced charges for illegal assembly, resisting arrest and intent to injure and maim, resulting in more than a year in jail. At 80 years old, Crutchfield, now a mental health administrator in Richmond, said he is still dealing with the trauma of that time.\u003c/p>\n\u003cp>“I don’t think you can talk to anyone who was at S.F. State, who participated [in the strike], who ran from the police and can say that they’re the same person,” he said.\u003c/p>\n\u003cp>He said he has no regrets.\u003c/p>\n\u003cp>“I was the great, great grandson of Africans who were made slaves,” he said. “I realized the things I got arrested for were really important to me.”\u003c/p>\n\u003cp>Many white students, especially white radicals, followed the lead of strike leaders like Crutchfield. They believed that without ethnic studies, they themselves had been denied a proper education. Their support intensified as the strike dragged on and the violence continued.\u003c/p>\n\u003cp>About a month into the strike, teachers joined with demands of their own. As tensions escalated, President Smith shut down the school indefinitely. However, Gov. Ronald Reagan and the California State University Board of Trustees demanded he reopen the campus. Smith resigned in December 1968.\u003c/p>\n\u003cp>In his place, the board appointed \u003ca href=\"https://en.wikipedia.org/wiki/S._I._Hayakawa\">S.I. Hayakawa\u003c/a>, an English professor.\u003c/p>\n\u003cp>Hayakawa was popular with conservatives in Sacramento, but extremely unpopular with strikers. Their confrontations were heated and frequent.\u003c/p>\n\u003cp>Early on in his role as interim president, Hayakawa famously climbed aboard a sound truck and yanked the wires from a loud speaker during a student protest. Strikers, in return, called Hayakawa “The Puppet.”\u003c/p>\n\u003cfigure id=\"attachment_11830442\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830442 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495648.750x.png\" alt=\"\" width=\"750\" height=\"483\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495648.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495648.750x-160x103.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco State College acting-President S. I. Hayakawa holds press conference after violent demonstrations in December 1968. \u003ccite>(Courtesy of San Francisco State University Photographic Timeline Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early January, Hayakawa declared an end to student gatherings on campus. In a press conference he said he believed in the right to free speech, but that “freedom of speech does not mean freedom to incite riot.”\u003c/p>\n\u003ch2>The Mass Bust\u003c/h2>\n\u003cp>Strikers ignored Hayakawa’s ban on gatherings. Penny Nakatsu was protesting on Jan. 23, 1969 in what many call “the mass bust.”\u003c/p>\n\u003cp>“Two lines of police came up,” Nakatsu said. “They surrounded over 500 people who were there for the rally and trapped all of the individuals who were caught within a human net.”\u003c/p>\n\u003cp>Police charged at the students. Nakatsu said it was one of the bloodiest and most frightening days of the entire strike.\u003c/p>\n\u003cp>“The power of the state was trying to literally beat down the strike and strikers,” she said. “It was literally a practiced, orchestrated, military movement.”\u003c/p>\n\u003cp>Hundreds of protesters were arrested, backing up San Francisco’s court system for months. Students, faculty and members of the community were affected, Nakatsu said.\u003c/p>\n\u003cp>“Many people suffered. Virtually all of the individuals who were arrested had to spend some jail time. A lot of those folks were blacklisted. University lecturers or teachers lost their jobs. There were real consequences to having participated in that event,” she said.\u003c/p>\n\u003ch2>Strikers Prevail\u003c/h2>\n\u003cp>After two more months of striking, Hayakawa and strikers negotiated a deal on March 20, 1969.\u003c/p>\n\u003cp>The school agreed to accept virtually all nonwhite applicants for the fall 1969 semester, and establish a College of Ethnic Studies, the first in the country, with classes geared towards communities of color. Hayakawa gave Nakatsu and her peers the job of designing a curriculum from scratch in a matter of months.\u003c/p>\n\u003cfigure id=\"attachment_11830484\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830484 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515751.750x.png\" alt=\"\" width=\"750\" height=\"612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515751.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515751.750x-160x131.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Protesters in action during the San Francisco State College strike. \u003ccite>(Courtesy of San Francisco State College Strike Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I have a feeling that one of the reasons why the administration agreed to that was I don’t think they thought we could pull it off,” Nakatsu said.\u003c/p>\n\u003cp>The College of Ethnic Studies was ready by fall of 1969. Today, Nakatsu is a civil rights lawyer in San Francisco and believes in the importance of ethnic studies as much as ever.\u003c/p>\n\u003cp>“Ethnic studies is a way of embracing all of the cultures that make up the world,” she said. “If we don’t understand each other, how are we going to get along? Ethnic studies is something that’s important, not just for people of color so we know about our histories and cultures and destinies, but for all people.”\u003c/p>\n\u003cp>Like many strikers, Ferreira believes ethnic studies should be required in K-12 schools, as well as universities.\u003c/p>\n\u003cp>“The demand for ethnic studies is as important today as it ever was, if not more,” he said. “The inability of this country to come to terms with the ongoing practices of racism and white supremacy speaks to the demands of the Third World Liberation Front and the Black Student Union for an education that was relevant and transformative. It’s still an uphill battle. But we’ll win.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[baycuriousquestion]\u003c/p>\n\n",
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"title": "Ethnic Studies: Born in the Bay Area from History's Biggest Student Strike | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this summer, education advocates scored a major win in the California state Assembly.\u003c/p>\n\u003cp>Legislation passed \u003ca href=\"https://www.kqed.org/news/11825573/ethnic-studies-to-be-required-for-cal-state-university-students\">requiring all California State University students to take courses in ethnic studies\u003c/a>, including African American, Asian American, Latinx and Native American studies. Gov. Gavin Newsom is expected to sign the bill later this summer.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/news/series/baycurious\">Bay Curious\u003c/a> is a podcast that answers your questions about the Bay Area.\n Subscribe on \u003ca href=\"https://itunes.apple.com/us/podcast/bay-curious/id1172473406\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"http://www.npr.org/podcasts/500557090/bay-curious\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Bay Curious received a question about ethnic studies from 23-year-old Michael Viray: “I’ve heard from one of my professors of ethnic studies at UC Davis that there was actually a revolution in the Bay Area for an ethnic studies field. Is this true? And how did it happen?”\u003c/p>\n\u003cp>Viray minored in Asian American Studies, fascinated by coursework that revealed the history and contributions of Filipino Americans, Asian Americans and Latinx Americans.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not being taught in classrooms,” he said. “I didn’t know my own history.”\u003c/p>\n\u003cp>Michael’s professor was right. Ethnic studies was born from a revolution that began at San Francisco State in 1968. How it happened, is a fascinating story.\u003c/p>\n\u003cp>\u003cstrong>The Origins of Black Activism on Campus\u003c/strong>\u003c/p>\n\u003cp>November of 1968 was a tumultuous time. The United States was 13 years into the Vietnam War, Martin Luther King Jr. had been assassinated and the Black Panther Party was demanding systemic change for Black communities plagued by poverty and police brutality.\u003c/p>\n\u003cp>“There were members of the Black Student Union who were also members of the Black Panther Party,” said Nesbit Crutchfield, who started his studies at San Francisco State as a business school student in 1967. Crutchfield — who considered himself an “aspiring revolutionary” — soon joined San Francisco State’s Black Student Union, the very first in the country.\u003c/p>\n\u003cfigure id=\"attachment_11830386\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830386 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515532.750x.png\" alt=\"\" width=\"750\" height=\"521\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515532.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515532.750x-160x111.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Nesbit Crutchfield in a crowd at a San Francisco State College strike. \u003ccite>(Courtesy of Labor Archives and Research Center, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I felt very privileged to be a member of the Black Student Union,” Crutchfield said. “It was clear to me that the Black Student Union represented a very progressive energy and thought among Black students in the Bay Area.”\u003c/p>\n\u003cp>However, just a small percentage of Black students attended San Francisco State. Enrollment rates for minority students had dwindled down to just 4%, even though 70% of students in the San Francisco Unified School District were from minority backgrounds. Black students were just a fraction of that 4%. Crutchfield remembers it as a time when “white supremacy was the norm of the day.”\u003c/p>\n\u003cp>“It was very unusual to see Black people in any positive positions,” Crutchfield said. “As a Black person, you expected to be one of the very few Black people in any classroom, laboratory or auditorium. [The campus] was overwhelmingly white.”\u003c/p>\n\u003cp>Meanwhile, Black students were hungry to study their own history. The Black Student Union had been pushing the university to create a Black studies department for nearly three years, but administrators resisted the idea.\u003c/p>\n\u003cp>“Even though ethnic studies was not validated by the university, it doesn’t mean that that study wasn’t taking place,” said \u003ca href=\"https://faculty.sfsu.edu/~cheo/\">Jason Ferreira\u003c/a>, a professor in the Department of Race and Resistance Studies at San Francisco State’s College of Ethnic Studies.\u003c/p>\n\u003cp>Ferreira has spent years collecting oral histories on the student strike. Back in 1968, he said, students had to create their own spaces to learn about their history.\u003c/p>\n\u003cfigure id=\"attachment_11830387\" class=\"wp-caption alignleft\" style=\"max-width: 293px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830387\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/IMG_4106.jpeg\" alt=\"\" width=\"293\" height=\"391\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106.jpeg 480w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-414x552.jpeg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-354x472.jpeg 354w\" sizes=\"(max-width: 293px) 100vw, 293px\">\u003cfigcaption class=\"wp-caption-text\">Historian Jason Ferreira. \u003ccite>(Courtesy of Jason Ferreira)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There was something called the Experimental College, which was a student-run initiative for them to teach their own classes,” Ferreira said. “The Black Student Union had its own classes, so that was another space.”\u003c/p>\n\u003cp>But students didn’t just learn untold histories, they connected them to the ongoing struggle against systemic issues plaguing their communities, including poverty, police brutality and lack of affordable housing.\u003c/p>\n\u003cp>“It was an era of young people asking questions and wanting to transform their communities,” Ferreira explained. “That impulse, that hunger to transform one’s community is actually what forms the basis of ethnic studies.”\u003c/p>\n\u003ch2>Students of Color Create the Third World Liberation Front\u003c/h2>\n\u003cp>In fall 1968, Penny Nakatsu — originally from San Francisco’s Western Addition neighborhood — was grappling with her own questions about race and identity. At San Francisco State, she pursued a self-directed degree in Asian American studies.\u003c/p>\n\u003cp>“We weren’t ‘Asian Americans’ then, we were ‘Orientals,’ ” Nakatsu said. “ ‘Oriental’ is a term that was imposed on us by the larger society. Starting to use the term ‘Asian American’ was a way of taking back our own destiny.”\u003c/p>\n\u003cfigure id=\"attachment_11830398\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11830398\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-800x449.png\" alt=\"\" width=\"800\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-800x449.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM.png 973w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A KTVU News report from November 1968 at San Francisco State College in which Roger Alvarado (center) and Penny Nakatsu (right) announce the Third World Liberation Front’s support of the Black Student Union. \u003ccite>(Courtesy of Penny Nakatsu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At San Francisco State, Nakatsu found herself gravitating toward people with like-minded values and who were involved in the anti-war movement. She became a member of a student organization called the Asian American Political Alliance, which was one of many ethnic student organizations on campus. In early Fall of 1968, these organizations banded together and formed a coalition called \u003ca href=\"https://en.wikipedia.org/wiki/Third_World_Liberation_Front\">the Third World Liberation Front.\u003c/a>\u003c/p>\n\u003cp>“At that particular time, ‘Third World’ referred to the nonaligned countries or cultures in Asia, Africa and Latin America,” Nakatsu explained.\u003c/p>\n\u003cp>Though students in the Third World Liberation Front came from different cultures, they believed they were united in their shared history of colonial and imperial oppression. The students saw parallels between their tension with the school and what they viewed as the oppression of the Vietnamese by the United States military.\u003c/p>\n\u003ch2>The Firing of a Beloved Teacher Sparks Protest\u003c/h2>\n\u003cfigure id=\"attachment_11830392\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830392\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b.jpeg\" alt=\"\" width=\"750\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b.jpeg 500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b-160x105.jpeg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">George Murray, Minister of Education for the Black Panthers, teaching English at San Francisco State College. \u003ccite>(Courtesy of the California State Library)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of San Francisco State’s most influential anti-Vietnam War organizers was a popular English instructor named George Mason Murray. He also happened to be the minister of education for the \u003ca href=\"https://www.kqed.org/arts/tag/black-panthers\">Black Panther Party\u003c/a>. Students loved Murray, but his outspoken politics were not tolerated by San Francisco State administrators.\u003c/p>\n\u003cp>“The war in Vietnam is racist,” Murray said in a \u003ca href=\"https://diva.sfsu.edu/collections/sfbatv/bundles/187251?searchOffset=0\">televised press conference\u003c/a>. “It is the war that crackers like Johnson are using Black soldiers and poor white soldiers and Mexican soldiers as dupes and fools to fight against people of color in Vietnam.”\u003c/p>\n\u003cp>The board of trustees forced San Francisco State’s president, Robert Smith, to fire Murray on Nov. 1, 1968. Five days later, the Black Student Union and the Third World Liberation Front joined together and went on strike.\u003c/p>\n\u003cp>Murray’s suspension was like setting fire to kindling.\u003c/p>\n\u003cp>Student strikers wanted the right to define their own educational experience. Together they drafted \u003ca href=\"https://diva.sfsu.edu/collections/strike/bundles/187915\">15 demands\u003c/a>, including a \u003ca href=\"https://diva.sfsu.edu/collections/strike/bundles/187979?searchOffset=88\">school of Third World studies\u003c/a>, and a Black studies degree and department.\u003c/p>\n\u003cfigure id=\"attachment_11830393\" class=\"wp-caption aligncenter\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515517.750x.png\" alt=\"\" width=\"750\" height=\"522\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515517.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515517.750x-160x111.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Nesbit Crutchfield during the San Francisco State College strike. \u003ccite>(Courtesy of Labor Archives and Research Center, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In 1968, the vast majority of white people, a whole lot of Black people, and other people of color did not feel that it was reasonable to know more about themselves,” Crutchfield explained.\u003c/p>\n\u003cp>He disagreed. He and the other strikers felt it was vital.\u003c/p>\n\u003cp>“We knew that geniuses were falling by the wayside,” he said. “I’m talking about geniuses in education, in literature, in drama, in art … geniuses, in politics.”\u003c/p>\n\u003cp>The strikers also wanted to raise admission rates for students of color. At the time, a special admissions program intended to prioritize marginalized students continued to allocate spots to white students. Meanwhile, the United States military was disproportionately drafting Black and brown men to fight in the Vietnam War. They weren’t eligible for student exemption if they weren’t in school, which meant that their right to an education was a matter of life or death.\u003c/p>\n\u003cp>Strikers vowed to boycott all classes until the school met their demands.\u003c/p>\n\u003cp>“We wanted to find out and be educated about ourselves,” Crutchfield said. “If we could not get that, then nobody could get an education.”\u003c/p>\n\u003ch2>Five Months of Striking\u003c/h2>\n\u003cp>Initially, strikers engaged in acts of disruption known as the “War of the Flea,” a campaign to disrupt the normal operations of the school. Students put cherry bombs in toilets and checked out huge quantities of books to overwhelm the school’s library system.\u003c/p>\n\u003cp>Almost immediately, administrators invited police on campus. They swarmed San Francisco State, dressed in full riot gear and armed with five-foot batons. Students responded by throwing rocks and yelling obscenities at police and administrators.\u003c/p>\n\u003cfigure id=\"attachment_11830426\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830426 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515826.750x.png\" alt=\"\" width=\"750\" height=\"609\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515826.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515826.750x-160x130.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Police officers in riot gear marching in formation. \u003ccite>(Courtesy of University Archives, J. Paul Leonard Library, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By this time, Crutchfield had become a leader of the strike, often \u003ca href=\"https://www.youtube.com/watch?v=0QtlxIPNiQ0\">speaking to huge crowds of protesters\u003c/a>. He said his involvement put a target on his back.\u003c/p>\n\u003cp>“I’m quite sure they wouldn’t have cared if some of us had died. They definitely wanted some of us to go to prison. Some of us went to prison,” he said.\u003c/p>\n\u003cp>One day early on in the strike, police surrounded the Black Student Union office. Crutchfield said police were looking to arrest its members.\u003c/p>\n\u003cfigure id=\"attachment_11830444\" class=\"wp-caption alignleft\" style=\"max-width: 214px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830444\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495646.750x.png\" alt=\"\" width=\"214\" height=\"334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495646.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495646.750x-160x250.png 160w\" sizes=\"(max-width: 214px) 100vw, 214px\">\u003cfigcaption class=\"wp-caption-text\">An unidentified, bloody-faced student is taken away in handcuffs during a protest. \u003ccite>(Courtesy of San Francisco State University Photographic Timeline Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I volunteered to leave the Black Student Union first,” Crutchfield said. “The police started running at me. I got beat up with nightsticks and boots and fists.”\u003c/p>\n\u003cp>The police arrested Crutchfield and escorted him off campus. He faced charges for illegal assembly, resisting arrest and intent to injure and maim, resulting in more than a year in jail. At 80 years old, Crutchfield, now a mental health administrator in Richmond, said he is still dealing with the trauma of that time.\u003c/p>\n\u003cp>“I don’t think you can talk to anyone who was at S.F. State, who participated [in the strike], who ran from the police and can say that they’re the same person,” he said.\u003c/p>\n\u003cp>He said he has no regrets.\u003c/p>\n\u003cp>“I was the great, great grandson of Africans who were made slaves,” he said. “I realized the things I got arrested for were really important to me.”\u003c/p>\n\u003cp>Many white students, especially white radicals, followed the lead of strike leaders like Crutchfield. They believed that without ethnic studies, they themselves had been denied a proper education. Their support intensified as the strike dragged on and the violence continued.\u003c/p>\n\u003cp>About a month into the strike, teachers joined with demands of their own. As tensions escalated, President Smith shut down the school indefinitely. However, Gov. Ronald Reagan and the California State University Board of Trustees demanded he reopen the campus. Smith resigned in December 1968.\u003c/p>\n\u003cp>In his place, the board appointed \u003ca href=\"https://en.wikipedia.org/wiki/S._I._Hayakawa\">S.I. Hayakawa\u003c/a>, an English professor.\u003c/p>\n\u003cp>Hayakawa was popular with conservatives in Sacramento, but extremely unpopular with strikers. Their confrontations were heated and frequent.\u003c/p>\n\u003cp>Early on in his role as interim president, Hayakawa famously climbed aboard a sound truck and yanked the wires from a loud speaker during a student protest. Strikers, in return, called Hayakawa “The Puppet.”\u003c/p>\n\u003cfigure id=\"attachment_11830442\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830442 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495648.750x.png\" alt=\"\" width=\"750\" height=\"483\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495648.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495648.750x-160x103.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco State College acting-President S. I. Hayakawa holds press conference after violent demonstrations in December 1968. \u003ccite>(Courtesy of San Francisco State University Photographic Timeline Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early January, Hayakawa declared an end to student gatherings on campus. In a press conference he said he believed in the right to free speech, but that “freedom of speech does not mean freedom to incite riot.”\u003c/p>\n\u003ch2>The Mass Bust\u003c/h2>\n\u003cp>Strikers ignored Hayakawa’s ban on gatherings. Penny Nakatsu was protesting on Jan. 23, 1969 in what many call “the mass bust.”\u003c/p>\n\u003cp>“Two lines of police came up,” Nakatsu said. “They surrounded over 500 people who were there for the rally and trapped all of the individuals who were caught within a human net.”\u003c/p>\n\u003cp>Police charged at the students. Nakatsu said it was one of the bloodiest and most frightening days of the entire strike.\u003c/p>\n\u003cp>“The power of the state was trying to literally beat down the strike and strikers,” she said. “It was literally a practiced, orchestrated, military movement.”\u003c/p>\n\u003cp>Hundreds of protesters were arrested, backing up San Francisco’s court system for months. Students, faculty and members of the community were affected, Nakatsu said.\u003c/p>\n\u003cp>“Many people suffered. Virtually all of the individuals who were arrested had to spend some jail time. A lot of those folks were blacklisted. University lecturers or teachers lost their jobs. There were real consequences to having participated in that event,” she said.\u003c/p>\n\u003ch2>Strikers Prevail\u003c/h2>\n\u003cp>After two more months of striking, Hayakawa and strikers negotiated a deal on March 20, 1969.\u003c/p>\n\u003cp>The school agreed to accept virtually all nonwhite applicants for the fall 1969 semester, and establish a College of Ethnic Studies, the first in the country, with classes geared towards communities of color. Hayakawa gave Nakatsu and her peers the job of designing a curriculum from scratch in a matter of months.\u003c/p>\n\u003cfigure id=\"attachment_11830484\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830484 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515751.750x.png\" alt=\"\" width=\"750\" height=\"612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515751.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515751.750x-160x131.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Protesters in action during the San Francisco State College strike. \u003ccite>(Courtesy of San Francisco State College Strike Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I have a feeling that one of the reasons why the administration agreed to that was I don’t think they thought we could pull it off,” Nakatsu said.\u003c/p>\n\u003cp>The College of Ethnic Studies was ready by fall of 1969. Today, Nakatsu is a civil rights lawyer in San Francisco and believes in the importance of ethnic studies as much as ever.\u003c/p>\n\u003cp>“Ethnic studies is a way of embracing all of the cultures that make up the world,” she said. “If we don’t understand each other, how are we going to get along? Ethnic studies is something that’s important, not just for people of color so we know about our histories and cultures and destinies, but for all people.”\u003c/p>\n\u003cp>Like many strikers, Ferreira believes ethnic studies should be required in K-12 schools, as well as universities.\u003c/p>\n\u003cp>“The demand for ethnic studies is as important today as it ever was, if not more,” he said. “The inability of this country to come to terms with the ongoing practices of racism and white supremacy speaks to the demands of the Third World Liberation Front and the Black Student Union for an education that was relevant and transformative. It’s still an uphill battle. But we’ll win.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Students at California State University, the nation’s largest four-year public university system, will be required to take courses in ethnic studies under legislation advanced Thursday.\u003c/p>\n\u003cp>The state Senate bill would make ethnic studies a graduation requirement for all 481,000 CSU students across the 23 statewide campuses. The bill had been in the chamber for more than a year.\u003c/p>\n\u003cp>The history of ethnic studies is rooted at San Francisco State University — a \u003ca href=\"https://ethnicstudies.sfsu.edu/history\" target=\"_blank\" rel=\"noopener noreferrer\">1968 shutdown\u003c/a> of the campus eventually resulted in the nation’s first and only College of Ethnic Studies. Dr. Ramona Tascoe was one of the first students protesters to be arrested at SF State. She’s also one of the students featured in the 2016 documentary \u003ca href=\"https://vimeo.com/ondemand/agentsofchange/317317338\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Agents of Change\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>“The situation that we find ourselves in today, post George Floyd, is a seminal moment,\" said Tascoe. \"It ties very directly to what occurred at San Francisco State 50 years ago.\" Tascoe explained that the negative impact of racism, discrimination and white supremacy continue to be an issue to day for \"those who have been miseducated.” [pullquote size=\"medium\" align=\"right\" citation=\"—Dr. Ramona Tascoe\"]'The situation that we find ourselves in today, post George Floyd, is a seminal moment... It ties very directly to what occurred at San Francisco State 50 years ago.[/pullquote]\u003c/p>\n\u003cp>Tascoe was a member of an expert advisory panel regarding the establishment of ethnic studies for grades K-12 within the state of California. “It is critical to the healing and the development of students of color and varying ethnicity to be able to learn about themselves and their history in its more accurate form,” she said in a phone call with KQED. Teaching a more complete history, including an ethnic studies curriculum, can destroy stereotyping for everyone.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>More recently, the discussion for including ethnic studies as a statewide requirement dates back to 2014, when Chancellor Timothy P. White formed a statewide committee called the CSU Task Force on the Advancement of Ethnic Studies. One of the 10 recommendations of the task force was making ethnic studies a general education requirement throughout the CSU system.\u003c/p>\n\u003cp>“Ethnic studies courses play an important role in building an inclusive multicultural democracy,” states the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB1460\" target=\"_blank\" rel=\"noopener noreferrer\">text of the bill\u003c/a>.\u003c/p>\n\u003cp>A research review concluded that \"evidence shows that well-designed and well-taught ethnic studies curricula have positive academic and social outcomes for students.” The research also stated that, “positive findings should not be interpreted, to mean schools can assign any teacher an ethnic studies curriculum to teach, or that students of color will automatically achieve more if ethnic content is added to the curriculum.”\u003c/p>\n\u003cp>For supporters, debate over the bill took on more urgency after the police killing of George Floyd in Minneapolis, saying the new rules would ensure students learn a more complete picture of American history and the experiences of marginalized communities.\u003c/p>\n\u003cp>Critics said the legislature should not impose course decisions on academia and that the public college system’s 23 campuses were already facing lean budgets because of the pandemic. According to the senate appropriations committee, the CSU estimates ongoing costs of approximately $16.5 million each year to provide ethnic studies courses.\u003c/p>\n\u003cp>On Thursday, after over an hour and a half of discussion, which sometimes turned personal as lawmakers shared stories about times they witnessed discrimination, the Senate passed the bill 30-5. The Assembly has to review minor amendments before sending it to the governor.\u003c/p>\n\u003cp>“For over 400 years, we have sanitized and white-washed history,” said Sen. Steven Bradford, D-Gardena, who presented the legislation authored by Assemblywoman Shirley Weber, D-San Diego.\u003c/p>\n\u003cp>On Wednesday, a Senate committee also passed a bill that would place a ballot initiative to end California’s ban on affirmative action policies for employment and admissions in public colleges. [pullquote size=\"medium\" align=\"right\" citation=\"—Sen. Steven Bradford, D-Gardena\"]'For over 400 years, we have sanitized and white-washed history.[/pullquote]\u003c/p>\n\u003cp>The ethnic studies bill would require California State University campuses starting in the 2021-2022 academic year to offer courses on race and ethnicity focusing on Native Americans, African Americans, Asian Americans and Latina and Latino Americans. Students would need to take one 3-credit course to graduate. A separate bill requiring ethnic studies in high school has been sitting in a Senate committee since last summer.\u003c/p>\n\u003cp>California State University has opposed the measure for over a year and said it’s in the middle of approving reforms that would require students take courses on a wider array of marginalized communities that include Jewish, Muslim and LGBTQ groups. The university’s proposed Ethnic Studies and Social Justice requirement is before its board of trustees.\u003c/p>\n\u003cp>“The CSU requirement avoids setting a dangerous precedent for legislative interference and keeps the higher education curriculum setting process within those institutions,” Toni Molle, director of public affairs at the university, wrote in an email.\u003c/p>\n\u003cp>Supporting the university’s stance, Sen. Steve Glazer, D-Contra Costa, said courses on Armenian studies, for instance, would not count toward the bill’s graduation requirement. He warned of “political interference in the academy.”\u003c/p>\n\u003cp>Sen. Andreas Borgeas, R-Fresno, said schools in the middle of tough economic times would have trouble setting new courses and hiring professors to teach them.\u003c/p>\n\u003cp>But senators who backed the bill praised its target on requiring classes about racial minorities and people of color.\u003c/p>\n\u003cp>“It does not explicitly exclude the fact that others here in our country have experienced bias or discrimination,” said Sen. Nancy Skinner, D-Berkeley.\u003c/p>\n\u003cp>Bradford, who is Black, said many minorities aren’t even taught about their own communities and history in schools. As a freshman at San Diego State University, Bradford said he briefly took an African American studies course by the bill’s author, Shirley Weber.\u003c/p>\n\u003cp>“I dropped it three weeks into it,” he said on the Senate floor. “Because I had a better chance of passing microbiology than African American studies, because I realized how ill equipped I was to know about my own history.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Lakshmi Sarah contributed to this report.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students at California State University, the nation’s largest four-year public university system, will be required to take courses in ethnic studies under legislation advanced Thursday.\u003c/p>\n\u003cp>The state Senate bill would make ethnic studies a graduation requirement for all 481,000 CSU students across the 23 statewide campuses. The bill had been in the chamber for more than a year.\u003c/p>\n\u003cp>The history of ethnic studies is rooted at San Francisco State University — a \u003ca href=\"https://ethnicstudies.sfsu.edu/history\" target=\"_blank\" rel=\"noopener noreferrer\">1968 shutdown\u003c/a> of the campus eventually resulted in the nation’s first and only College of Ethnic Studies. Dr. Ramona Tascoe was one of the first students protesters to be arrested at SF State. She’s also one of the students featured in the 2016 documentary \u003ca href=\"https://vimeo.com/ondemand/agentsofchange/317317338\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Agents of Change\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>“The situation that we find ourselves in today, post George Floyd, is a seminal moment,\" said Tascoe. \"It ties very directly to what occurred at San Francisco State 50 years ago.\" Tascoe explained that the negative impact of racism, discrimination and white supremacy continue to be an issue to day for \"those who have been miseducated.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>More recently, the discussion for including ethnic studies as a statewide requirement dates back to 2014, when Chancellor Timothy P. White formed a statewide committee called the CSU Task Force on the Advancement of Ethnic Studies. One of the 10 recommendations of the task force was making ethnic studies a general education requirement throughout the CSU system.\u003c/p>\n\u003cp>“Ethnic studies courses play an important role in building an inclusive multicultural democracy,” states the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB1460\" target=\"_blank\" rel=\"noopener noreferrer\">text of the bill\u003c/a>.\u003c/p>\n\u003cp>A research review concluded that \"evidence shows that well-designed and well-taught ethnic studies curricula have positive academic and social outcomes for students.” The research also stated that, “positive findings should not be interpreted, to mean schools can assign any teacher an ethnic studies curriculum to teach, or that students of color will automatically achieve more if ethnic content is added to the curriculum.”\u003c/p>\n\u003cp>For supporters, debate over the bill took on more urgency after the police killing of George Floyd in Minneapolis, saying the new rules would ensure students learn a more complete picture of American history and the experiences of marginalized communities.\u003c/p>\n\u003cp>Critics said the legislature should not impose course decisions on academia and that the public college system’s 23 campuses were already facing lean budgets because of the pandemic. According to the senate appropriations committee, the CSU estimates ongoing costs of approximately $16.5 million each year to provide ethnic studies courses.\u003c/p>\n\u003cp>On Thursday, after over an hour and a half of discussion, which sometimes turned personal as lawmakers shared stories about times they witnessed discrimination, the Senate passed the bill 30-5. The Assembly has to review minor amendments before sending it to the governor.\u003c/p>\n\u003cp>“For over 400 years, we have sanitized and white-washed history,” said Sen. Steven Bradford, D-Gardena, who presented the legislation authored by Assemblywoman Shirley Weber, D-San Diego.\u003c/p>\n\u003cp>On Wednesday, a Senate committee also passed a bill that would place a ballot initiative to end California’s ban on affirmative action policies for employment and admissions in public colleges. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The ethnic studies bill would require California State University campuses starting in the 2021-2022 academic year to offer courses on race and ethnicity focusing on Native Americans, African Americans, Asian Americans and Latina and Latino Americans. Students would need to take one 3-credit course to graduate. A separate bill requiring ethnic studies in high school has been sitting in a Senate committee since last summer.\u003c/p>\n\u003cp>California State University has opposed the measure for over a year and said it’s in the middle of approving reforms that would require students take courses on a wider array of marginalized communities that include Jewish, Muslim and LGBTQ groups. The university’s proposed Ethnic Studies and Social Justice requirement is before its board of trustees.\u003c/p>\n\u003cp>“The CSU requirement avoids setting a dangerous precedent for legislative interference and keeps the higher education curriculum setting process within those institutions,” Toni Molle, director of public affairs at the university, wrote in an email.\u003c/p>\n\u003cp>Supporting the university’s stance, Sen. Steve Glazer, D-Contra Costa, said courses on Armenian studies, for instance, would not count toward the bill’s graduation requirement. He warned of “political interference in the academy.”\u003c/p>\n\u003cp>Sen. Andreas Borgeas, R-Fresno, said schools in the middle of tough economic times would have trouble setting new courses and hiring professors to teach them.\u003c/p>\n\u003cp>But senators who backed the bill praised its target on requiring classes about racial minorities and people of color.\u003c/p>\n\u003cp>“It does not explicitly exclude the fact that others here in our country have experienced bias or discrimination,” said Sen. Nancy Skinner, D-Berkeley.\u003c/p>\n\u003cp>Bradford, who is Black, said many minorities aren’t even taught about their own communities and history in schools. As a freshman at San Diego State University, Bradford said he briefly took an African American studies course by the bill’s author, Shirley Weber.\u003c/p>\n\u003cp>“I dropped it three weeks into it,” he said on the Senate floor. “Because I had a better chance of passing microbiology than African American studies, because I realized how ill equipped I was to know about my own history.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Lakshmi Sarah contributed to this report.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Require Ethnic Studies to Graduate High School? State Inches Closer to The Idea",
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"content": "\u003cp>As a teacher in Los Angeles county, Jose Lara has fought for years to have ethnic studies taught in high schools across the state. He’s taught the course for 13 years and says he’s seen his students transform by studying their history—whether learning about \u003ca href=\"http://chavez.cde.ca.gov/ModelCurriculum/Public/index1.aspx\" rel=\"noopener\" target=\"_blank\">Cesar Chavez\u003c/a>, who led the farmworkers movement in the ’60s, or about \u003ca href=\"http://www.parks.ca.gov/?page_id=1309\" rel=\"noopener\" target=\"_blank\">Angel Island\u003c/a>, a port of entry near San Francisco that limited Chinese immigration in the early 1900s.\u003c/p>\n\u003cp>“Ethnic studies helps students develop an academic identity,” he said. “It really builds empathy cross-culturally as well so it brings communities that may be different from one another closer together.”\u003c/p>\n\u003cp>But skeptics say the state couldn’t afford to require such a course. Some critics go even further, insisting the state shouldn’t reinforce “identity politics” and instead should laser-focus on shrinking the academic achievement gap for black and Latino students.\u003c/p>\n\u003cp>This week the Legislature—which had been considering \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB2772\" rel=\"noopener\" target=\"_blank\">a bill\u003c/a> to make California the first state to require ethnic studies for high school graduation—backed away from creating such a statewide mandate, citing costs estimated to top $400 million. Sponsors settled on a pilot program instead.\u003c/p>\n\u003cp>The pilot would cover 10 to 15 school districts across the state that will opt in to have ethnic studies as a graduation requirement. Schools would begin applying next year and the program would create the requirement for some students as early as 2022, with schools reporting their findings in 2024.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB2016\" rel=\"noopener\" target=\"_blank\">law\u003c/a> passed in 2016 already encourages high schools to offer an elective course in ethnic studies, and requires the state to create a model curriculum for the class by 2020. Currently only 1 percent of California’s public high school students take ethnic studies.\u003c/p>\n\u003cp>Other states, including Indiana and Oregon, have also boosted instruction of ethnic studies in recent years.\u003c/p>\n\u003cp>“This needs to be taught,” said the bill’s author, Democratic Assemblymember Jose Medina of Riverside. “I don’t know how a person can say they’re educated without knowledge of other groups, other cultures, other histories.”\u003c/p>\n\u003cp>Democrats who control the state Capitol—and even some Republicans—had voted for the statewide mandate, but its price tag led the California School Boards Association to oppose it. The new changes that water it down to a pilot program may help the bill overcome a key hurdle this week when the Senate Appropriations Committee will kill many bills that propose costly new programs.\u003c/p>\n\u003cp>But even the weaker version is unlikely to mollify critics who say schools shouldn’t impose another graduation requirement when so many students are struggling with English and math. Just 32 percent of 11th graders met math standards on \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr17/yr17rel67a.asp\" rel=\"noopener\" target=\"_blank\">state exams\u003c/a> last year, and 60 percent met standards for reading and writing.\u003c/p>\n\u003cp>“We have a very large segment of our black population, specifically they are boys who by a certain age in their educational career can’t read and write at the same level as their white counterparts,” said Republican Assemblywoman Melissa Melendez of Lake Elsinore, who voted against the bill.\u003c/p>\n\u003cp>“I think more of a focus on the essentials, the basics, for students is where the focus should be.”\u003c/p>\n\u003cp>But with students of color making up \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrEthYears.aspx?cds=00&agglevel=state&year=2017-18\" rel=\"noopener\" target=\"_blank\">more than 70 percent\u003c/a> of California’s public school population, some educators say a class in ethnic studies could boost student success.\u003c/p>\n\u003cp>“I believe this is critical to allow schools districts to adapt their courses to reflect the pupil demographics in their communities as an innovative strategy to constructively impact students both socially and academically,” state Superintendent Tom Torlakson said \u003ca href=\"https://a61.asmdc.org/press-releases/state-superintendent-tom-torlakson-voices-support-ethnic-studies-graduation\" rel=\"noopener\" target=\"_blank\">in a statement\u003c/a>.\u003c/p>\n\u003cp>Medina and Lara pointed to research that found students enrolled in an ethnic studies course fare better in other coursework as well. The \u003ca href=\"http://blogs.edweek.org/edweek/urban_education_reform/2017/07/can_ethnic_studies_courses_help_students_succeed_in_school_evidence_from_san_francisco.html\" rel=\"noopener\" target=\"_blank\">study\u003c/a> followed 1,400 9th graders in the San Francisco Unified School District and found that for students taking ethnic studies, attendance increased by 21 percent, and their grade point averages improved by 1.4 points.\u003c/p>\n\u003cp>In the Los Angeles Unified School District, the ethnic studies \u003ca href=\"https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/226/Ethnic%20Studies%20Survey%20Course%20.pdf\" rel=\"noopener\" target=\"_blank\">curriculum\u003c/a> covers ethnic identities including African-American, Latino American, American Indian and Asian American. The course includes a PBS documentary on the \u003ca href=\"https://www.nps.gov/trte/learn/historyculture/index.htm\" rel=\"noopener\" target=\"_blank\">Trail of Tears\u003c/a>, where thousands of Native Americans died while being forcibly removed by the federal government in the 1830s. It also covers contemporary developments, such as President Barack Obama’s 2013 \u003ca href=\"https://www.youtube.com/watch?v=MHBdZWbncXI\" rel=\"noopener\" target=\"_blank\">speech\u003c/a> on Trayvon Martin, a 17-year-old unarmed African American fatally shot by George Zimmerman, a 28-year old neighborhood watch volunteer in Florida.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A model curriculum for the statewide course would include lessons on the student protests at San Francisco State University that first \u003ca href=\"https://ethnicstudies.sfsu.edu/home2\" rel=\"noopener\" target=\"_blank\">ignited\u003c/a> the ethnic studies movement in 1968.\u003c/p>\n\n",
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"excerpt": "California's Legislature is downsizing a plan to require ethnic studies for high school graduation—and not for the reason you might think.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As a teacher in Los Angeles county, Jose Lara has fought for years to have ethnic studies taught in high schools across the state. He’s taught the course for 13 years and says he’s seen his students transform by studying their history—whether learning about \u003ca href=\"http://chavez.cde.ca.gov/ModelCurriculum/Public/index1.aspx\" rel=\"noopener\" target=\"_blank\">Cesar Chavez\u003c/a>, who led the farmworkers movement in the ’60s, or about \u003ca href=\"http://www.parks.ca.gov/?page_id=1309\" rel=\"noopener\" target=\"_blank\">Angel Island\u003c/a>, a port of entry near San Francisco that limited Chinese immigration in the early 1900s.\u003c/p>\n\u003cp>“Ethnic studies helps students develop an academic identity,” he said. “It really builds empathy cross-culturally as well so it brings communities that may be different from one another closer together.”\u003c/p>\n\u003cp>But skeptics say the state couldn’t afford to require such a course. Some critics go even further, insisting the state shouldn’t reinforce “identity politics” and instead should laser-focus on shrinking the academic achievement gap for black and Latino students.\u003c/p>\n\u003cp>This week the Legislature—which had been considering \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB2772\" rel=\"noopener\" target=\"_blank\">a bill\u003c/a> to make California the first state to require ethnic studies for high school graduation—backed away from creating such a statewide mandate, citing costs estimated to top $400 million. Sponsors settled on a pilot program instead.\u003c/p>\n\u003cp>The pilot would cover 10 to 15 school districts across the state that will opt in to have ethnic studies as a graduation requirement. Schools would begin applying next year and the program would create the requirement for some students as early as 2022, with schools reporting their findings in 2024.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB2016\" rel=\"noopener\" target=\"_blank\">law\u003c/a> passed in 2016 already encourages high schools to offer an elective course in ethnic studies, and requires the state to create a model curriculum for the class by 2020. Currently only 1 percent of California’s public high school students take ethnic studies.\u003c/p>\n\u003cp>Other states, including Indiana and Oregon, have also boosted instruction of ethnic studies in recent years.\u003c/p>\n\u003cp>“This needs to be taught,” said the bill’s author, Democratic Assemblymember Jose Medina of Riverside. “I don’t know how a person can say they’re educated without knowledge of other groups, other cultures, other histories.”\u003c/p>\n\u003cp>Democrats who control the state Capitol—and even some Republicans—had voted for the statewide mandate, but its price tag led the California School Boards Association to oppose it. The new changes that water it down to a pilot program may help the bill overcome a key hurdle this week when the Senate Appropriations Committee will kill many bills that propose costly new programs.\u003c/p>\n\u003cp>But even the weaker version is unlikely to mollify critics who say schools shouldn’t impose another graduation requirement when so many students are struggling with English and math. Just 32 percent of 11th graders met math standards on \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr17/yr17rel67a.asp\" rel=\"noopener\" target=\"_blank\">state exams\u003c/a> last year, and 60 percent met standards for reading and writing.\u003c/p>\n\u003cp>“We have a very large segment of our black population, specifically they are boys who by a certain age in their educational career can’t read and write at the same level as their white counterparts,” said Republican Assemblywoman Melissa Melendez of Lake Elsinore, who voted against the bill.\u003c/p>\n\u003cp>“I think more of a focus on the essentials, the basics, for students is where the focus should be.”\u003c/p>\n\u003cp>But with students of color making up \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrEthYears.aspx?cds=00&agglevel=state&year=2017-18\" rel=\"noopener\" target=\"_blank\">more than 70 percent\u003c/a> of California’s public school population, some educators say a class in ethnic studies could boost student success.\u003c/p>\n\u003cp>“I believe this is critical to allow schools districts to adapt their courses to reflect the pupil demographics in their communities as an innovative strategy to constructively impact students both socially and academically,” state Superintendent Tom Torlakson said \u003ca href=\"https://a61.asmdc.org/press-releases/state-superintendent-tom-torlakson-voices-support-ethnic-studies-graduation\" rel=\"noopener\" target=\"_blank\">in a statement\u003c/a>.\u003c/p>\n\u003cp>Medina and Lara pointed to research that found students enrolled in an ethnic studies course fare better in other coursework as well. The \u003ca href=\"http://blogs.edweek.org/edweek/urban_education_reform/2017/07/can_ethnic_studies_courses_help_students_succeed_in_school_evidence_from_san_francisco.html\" rel=\"noopener\" target=\"_blank\">study\u003c/a> followed 1,400 9th graders in the San Francisco Unified School District and found that for students taking ethnic studies, attendance increased by 21 percent, and their grade point averages improved by 1.4 points.\u003c/p>\n\u003cp>In the Los Angeles Unified School District, the ethnic studies \u003ca href=\"https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/226/Ethnic%20Studies%20Survey%20Course%20.pdf\" rel=\"noopener\" target=\"_blank\">curriculum\u003c/a> covers ethnic identities including African-American, Latino American, American Indian and Asian American. The course includes a PBS documentary on the \u003ca href=\"https://www.nps.gov/trte/learn/historyculture/index.htm\" rel=\"noopener\" target=\"_blank\">Trail of Tears\u003c/a>, where thousands of Native Americans died while being forcibly removed by the federal government in the 1830s. It also covers contemporary developments, such as President Barack Obama’s 2013 \u003ca href=\"https://www.youtube.com/watch?v=MHBdZWbncXI\" rel=\"noopener\" target=\"_blank\">speech\u003c/a> on Trayvon Martin, a 17-year-old unarmed African American fatally shot by George Zimmerman, a 28-year old neighborhood watch volunteer in Florida.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A model curriculum for the statewide course would include lessons on the student protests at San Francisco State University that first \u003ca href=\"https://ethnicstudies.sfsu.edu/home2\" rel=\"noopener\" target=\"_blank\">ignited\u003c/a> the ethnic studies movement in 1968.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Update: UC Berkeley Reinstates Palestine History Class After Outcry",
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"content": "\u003cp>\u003cstrong>Associated Press Update: Sept. 19, 2016\u003c/strong>\u003c/p>\n\u003cp>UC Berkeley administrators have reinstated a Palestinian history class amid an outcry over its suspension last week.\u003c/p>\n\u003cp>The school's social science dean announced Monday in a \u003ca href=\"https://www.scribd.com/document/324567658/Hesse-Letter-Regarding-ES198-Fall-2016\">letter to faculty\u003c/a> that the ethnic studies class was reinstated after the teacher revised the course description.\u003c/p>\n\u003cp>Dean of Social Sciences Carla Hesse suspended the Tuesday night class last week after receiving a complaint from Jewish and civil rights groups that the course syllabus for \"Palestine: A Colonial Settler Analysis\" appeared to describe a politically motivated, anti-Semitic class. The dean said the class wasn't formally vetted to ensure it wasn't espousing a single political viewpoint.\u003c/p>\n\u003cp>The suspension triggered protests from critics who said the action threatened academic freedom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The one-unit class is taught by student Paul Hadweh, who demanded an apology from administrators Monday.\u003c/p>\n\u003cp>\u003cstrong>Original Post:\u003c/strong>\u003c/p>\n\u003cp>After UC Berkeley suspended a course that civil rights groups say promoted anti-Semitic viewpoints, a letter signed by \"Every Student of Ethnic Studies 198\" and published online stated that the decision to suspend the class was a \"violation of our academic freedom.\"\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/@ethnicstudies198/an-open-letter-to-the-uc-berkeley-administration-regarding-academic-freedom-1bf60c9a040e#.rzv049b26\">The letter\u003c/a>, posted on the blogging website Medium on Thursday, was addressed to \"Chancellor Nicholas Dirks, Executive Dean of Letters and Sciences Carla Hesse, et al.\" In it, students wrote that the claims against the course, \"Ethnic Studies 198: Palestine: A Settler Colonial Analysis,\" are \"wholly unfounded, and do not reflect the views and opinions of those of us who were excited to engage with this material, and one another, in open academic inquiry.\"\u003c/p>\n\u003cp>The students and the faculty adviser were made aware of the suspension of the course on Tuesday -- the same day 43 Jewish and civil rights groups \u003ca href=\"http://www.amchainitiative.org/letter-to-uc-berkeley-chancellor-dirks\">sent a letter\u003c/a> addressed to Dirks, saying the course objectives are politically motivated, anti-Semitic and \"are intended to indoctrinate students to hate the Jewish state and take action to eliminate it.\"\u003c/p>\n\u003cp>Campus spokesman Dan Mogulof \u003ca href=\"http://www.dailycal.org/2016/09/15/uc-berkeley-suspends-mistakenly-approved-palestine-decal-amid-outcry/\">told the Daily Californian\u003c/a> that the suspension was a result of missteps in the courses' approval process, not the content. Mogulof told the paper that the acting chair of the ethnic studies department approved the course despite not having the authority to do so.\u003c/p>\n\u003cp>The class was one of the \u003ca href=\"http://www.decal.org/courses/4237\">DeCal courses\u003c/a> offered at UC Berkeley -- classes facilitated by students. DeCal courses do not count toward major requirements, and are typically taken to help students meet minimum workload requirements.\u003c/p>\n\u003cp>Mogulof told KQED that Executive Dean of Letters and Sciences Carla Hesse has seen the students’ letter and is reviewing the course in accordance with the DeCal approval process.\u003c/p>\n\u003cp>The Daily Californian asked Mogulof about instructions on the official DeCal website, which state that DeCal proposals in the College of Letters & Sciences do not need to be submitted to the dean. Mogulof said Hesse was unaware of this exemption on the site, and that she has continued to ask to see the proposals.\u003c/p>\n\u003cp>Hesse is expected to make a decision about the fate of the course early next week.\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.decal.org/courses/4237\">class syllabus\u003c/a>, the course, taught by undergraduate student Paul Hadweh, would examine historical developments in Palestine from the 1800s to present \"through the lens of settler colonialism.\" The syllabus also said the course would explore \"the connection between Zionism and settler colonialism, and the ways in which it has manifested, and continues to manifest, in Palestine.\"\u003c/p>\n\u003cp>In \u003ca href=\"http://palestinelegal.org/news/2016/9/14/uc-berkeley-censors-course-on-palestine-and-settler-colonialism\">a statement published\u003c/a> on Palestine Legal's website, Hadweh said he complied with policies and procedures for DeCal courses. He added that the course was designed to provide students the opportunity to \"critically engage\" with Palestine's colonial past.\u003c/p>\n\u003cp>\"Thirty-one students showed up to a class limited to 24,\" said Hadweh in the statement. \"We expanded the limit and 26 enrolled. Now UC Berkeley has censored the class before we could even have one discussion. That’s not the education we signed up for.\"\u003c/p>\n\u003cp>Students enrolled in the course demanded that the class be reinstated. Here's more from the letter:\u003c/p>\n\u003cblockquote>\n\u003cp id=\"9594\" class=\"graf--p graf-after--p\">This is an alarming development to have transpire on the same campus that not only hosted the Free Speech Movement, but which also routinely claims and utilizes the same Movement’s legacy to market itself as a world-class institution, a bastion of tolerance and diversity, and the site of intellectual inquiry — inquiry that is sometimes discomforting, but always enriching. Your decision constitutes nothing less than an act of discrimination against students who wanted to debate and discuss this contentious issue in a spirit of genuine sincerity, mutual respect, and open-minded curiosity.\u003c/p>\n\u003cp id=\"37e2\" class=\"graf--p graf-after--p\">Again: the decision to suspend our course is both discriminatory and a violation of our academic freedom. We demand the reinstatement of the course.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In March, the University of California's Board of Regents unanimously \u003ca href=\"http://regents.universityofcalifornia.edu/aar/mare.pdf\">adopted a policy\u003c/a> against intolerance after growing concern over a reported increase in incidents reflecting anti-Semitism on UC campuses.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Associated Press Update: Sept. 19, 2016\u003c/strong>\u003c/p>\n\u003cp>UC Berkeley administrators have reinstated a Palestinian history class amid an outcry over its suspension last week.\u003c/p>\n\u003cp>The school's social science dean announced Monday in a \u003ca href=\"https://www.scribd.com/document/324567658/Hesse-Letter-Regarding-ES198-Fall-2016\">letter to faculty\u003c/a> that the ethnic studies class was reinstated after the teacher revised the course description.\u003c/p>\n\u003cp>Dean of Social Sciences Carla Hesse suspended the Tuesday night class last week after receiving a complaint from Jewish and civil rights groups that the course syllabus for \"Palestine: A Colonial Settler Analysis\" appeared to describe a politically motivated, anti-Semitic class. The dean said the class wasn't formally vetted to ensure it wasn't espousing a single political viewpoint.\u003c/p>\n\u003cp>The suspension triggered protests from critics who said the action threatened academic freedom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The one-unit class is taught by student Paul Hadweh, who demanded an apology from administrators Monday.\u003c/p>\n\u003cp>\u003cstrong>Original Post:\u003c/strong>\u003c/p>\n\u003cp>After UC Berkeley suspended a course that civil rights groups say promoted anti-Semitic viewpoints, a letter signed by \"Every Student of Ethnic Studies 198\" and published online stated that the decision to suspend the class was a \"violation of our academic freedom.\"\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/@ethnicstudies198/an-open-letter-to-the-uc-berkeley-administration-regarding-academic-freedom-1bf60c9a040e#.rzv049b26\">The letter\u003c/a>, posted on the blogging website Medium on Thursday, was addressed to \"Chancellor Nicholas Dirks, Executive Dean of Letters and Sciences Carla Hesse, et al.\" In it, students wrote that the claims against the course, \"Ethnic Studies 198: Palestine: A Settler Colonial Analysis,\" are \"wholly unfounded, and do not reflect the views and opinions of those of us who were excited to engage with this material, and one another, in open academic inquiry.\"\u003c/p>\n\u003cp>The students and the faculty adviser were made aware of the suspension of the course on Tuesday -- the same day 43 Jewish and civil rights groups \u003ca href=\"http://www.amchainitiative.org/letter-to-uc-berkeley-chancellor-dirks\">sent a letter\u003c/a> addressed to Dirks, saying the course objectives are politically motivated, anti-Semitic and \"are intended to indoctrinate students to hate the Jewish state and take action to eliminate it.\"\u003c/p>\n\u003cp>Campus spokesman Dan Mogulof \u003ca href=\"http://www.dailycal.org/2016/09/15/uc-berkeley-suspends-mistakenly-approved-palestine-decal-amid-outcry/\">told the Daily Californian\u003c/a> that the suspension was a result of missteps in the courses' approval process, not the content. Mogulof told the paper that the acting chair of the ethnic studies department approved the course despite not having the authority to do so.\u003c/p>\n\u003cp>The class was one of the \u003ca href=\"http://www.decal.org/courses/4237\">DeCal courses\u003c/a> offered at UC Berkeley -- classes facilitated by students. DeCal courses do not count toward major requirements, and are typically taken to help students meet minimum workload requirements.\u003c/p>\n\u003cp>Mogulof told KQED that Executive Dean of Letters and Sciences Carla Hesse has seen the students’ letter and is reviewing the course in accordance with the DeCal approval process.\u003c/p>\n\u003cp>The Daily Californian asked Mogulof about instructions on the official DeCal website, which state that DeCal proposals in the College of Letters & Sciences do not need to be submitted to the dean. Mogulof said Hesse was unaware of this exemption on the site, and that she has continued to ask to see the proposals.\u003c/p>\n\u003cp>Hesse is expected to make a decision about the fate of the course early next week.\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.decal.org/courses/4237\">class syllabus\u003c/a>, the course, taught by undergraduate student Paul Hadweh, would examine historical developments in Palestine from the 1800s to present \"through the lens of settler colonialism.\" The syllabus also said the course would explore \"the connection between Zionism and settler colonialism, and the ways in which it has manifested, and continues to manifest, in Palestine.\"\u003c/p>\n\u003cp>In \u003ca href=\"http://palestinelegal.org/news/2016/9/14/uc-berkeley-censors-course-on-palestine-and-settler-colonialism\">a statement published\u003c/a> on Palestine Legal's website, Hadweh said he complied with policies and procedures for DeCal courses. He added that the course was designed to provide students the opportunity to \"critically engage\" with Palestine's colonial past.\u003c/p>\n\u003cp>\"Thirty-one students showed up to a class limited to 24,\" said Hadweh in the statement. \"We expanded the limit and 26 enrolled. Now UC Berkeley has censored the class before we could even have one discussion. That’s not the education we signed up for.\"\u003c/p>\n\u003cp>Students enrolled in the course demanded that the class be reinstated. Here's more from the letter:\u003c/p>\n\u003cblockquote>\n\u003cp id=\"9594\" class=\"graf--p graf-after--p\">This is an alarming development to have transpire on the same campus that not only hosted the Free Speech Movement, but which also routinely claims and utilizes the same Movement’s legacy to market itself as a world-class institution, a bastion of tolerance and diversity, and the site of intellectual inquiry — inquiry that is sometimes discomforting, but always enriching. Your decision constitutes nothing less than an act of discrimination against students who wanted to debate and discuss this contentious issue in a spirit of genuine sincerity, mutual respect, and open-minded curiosity.\u003c/p>\n\u003cp id=\"37e2\" class=\"graf--p graf-after--p\">Again: the decision to suspend our course is both discriminatory and a violation of our academic freedom. We demand the reinstatement of the course.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In March, the University of California's Board of Regents unanimously \u003ca href=\"http://regents.universityofcalifornia.edu/aar/mare.pdf\">adopted a policy\u003c/a> against intolerance after growing concern over a reported increase in incidents reflecting anti-Semitism on UC campuses.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Lowell is the only public high school in San Francisco where students have to take a test to get in. It is the top public school in the city for college readiness and one of the best in the state.\u003c/p>\n\u003cp>Students at Lowell are mainly focused on one thing: getting into college. They say that sets the tone for the environment here.\u003c/p>\n\u003cp>“Everyone at Lowell is stressed,” says senior Santiago Alvarez.\u003c/p>\n\u003cp>“When I got here it was just like school, school, school, everybody’s stressed out just to get that A,” adds Koreena Ortiz, another senior. “At one time I was wanting to drop out, I couldn’t do it no more.”\u003c/p>\n\u003cp>In addition to those stresses, Ortiz and Alvarez say there’s an \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-2-latino-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">additional stress\u003c/a> if you are a minority student on campus. What they mean by minority is black, Latino, \u003ca href=\"http://www.greatschools.org/california/san-francisco/6397-Lowell-High-School/details/#Students\">Filipino\u003c/a> and Pacific Islander. The majority of students at Lowell are Asian or white.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/265719140″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=’166′ iframe=”true” /]\u003c/p>\n\u003cp>\u003cstrong>Race at Lowell Not Exactly Black and White\u003c/strong>\u003c/p>\n\u003cp>Alvarez, who identifies as Filipino, Puerto Rican and Italian, says being in the minority makes it \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-1-african-american-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">tough to fit in\u003c/a>.\u003c/p>\n\u003cp>“It’s a lot harder if you don’t feel like you belong, or if you don’t feel included,” Alvarez says.\u003c/p>\n\u003cp>Especially in the classroom. Ortiz describes teachers asking classes to divide into small groups of three or four students.\u003c/p>\n\u003cp>“Ten seconds later it’s either just me by myself or me and another person [of color],” Ortiz says.\u003c/p>\n\u003cp>The way Ortiz — who identifies as Samoan, Puerto Rican and Chicano — sees it, her peers assume she’s not smart enough.\u003c/p>\n\u003cp>“We have to ask the teacher, ‘No one wants me in their group, can you put me in a group?’ Like it’s that sad,” she says. “That happens a lot, so I’d rather just work by myself because no one wanna be in a group with me.”\u003c/p>\n\u003cp>Some of the students of color I spoke to say these actions are subtle yet offensive. Lowell Principal Andrew Ishibashi says he realizes this is not going to make a welcoming environment for future students of color.\u003c/p>\n\u003cp>“For the last nine years since I’ve been principal, I’ve been recruiting and setting up special programs for African-Americans and Latinos,” Ishibashi says.\u003c/p>\n\u003cp>But something that happened last winter didn’t help his efforts.\u003c/p>\n\u003cp>A student put up a racially insensitive poster on a school bulletin board that stereotyped black people as entertainers, fast-food employees and gang members.\u003c/p>\n\u003cp>Tsia Blacksher, co-president of the Lowell Black Student Union, \u003ca href=\"http://www.ktvu.com/news/95825583-story\">led a walkout\u003c/a> in protest with about 20 other students.\u003c/p>\n\u003cp>“With the recent events we were talking about having mandatory ethnic [studies] classes,” Blacksher says.\u003c/p>\n\u003cp>The Black Student Union also delivered a list of demands to the school board, including mandatory ethnic studies classes, a full-time African-American recruitment officer and an African-American community center on campus.\u003c/p>\n\u003cp>\u003cstrong>AP or Ethnic Studies?\u003c/strong>\u003c/p>\n\u003cp>Principal Ishibashi says he’s working on the demands. As part of an elective program the school board adopted in December 2014, a Lowell teacher is leading an ethnic studies class with a curriculum provided by the district.\u003c/p>\n\u003cp>But Ishibashi says requiring students to take the class is another matter.\u003c/p>\n\u003cp>“It’s very difficult because you already have students taking six to seven classes,” Ishibashi says. “And to make another graduation requirement just makes it more difficult for the student.”\u003c/p>\n\u003cp>There are some students who would rather take an advanced placement course, he says. For them, ethnic studies isn’t a priority, and he wouldn’t want to force them.\u003c/p>\n\u003cp>“For us it’s a priority but for students, you can’t make it their priority,” Ishibashi says.\u003c/p>\n\u003cfigure id=\"attachment_10961135\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10961135\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg\" alt=\"This is the first year that Lowell High School offered ethnic studies. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This is the first year that Lowell High School offered ethnic studies. \u003ccite>(Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘We Definitely Need Ethnic Studies’\u003c/strong>\u003c/p>\n\u003cp>Senior Lena Truong self-identifies as being in the Asian student majority.\u003c/p>\n\u003cp>She says many of her peers are just too busy to care about the way that capitalism, racism and sexism has oppressed people of color in the past. She, however, chose to make ethnic studies a priority.\u003c/p>\n\u003cp>“Imagine what it’s like not to know your own history. Imagine what it’s like not to see yourself in your textbook and have your history kind of erased or not viewed as important,” she says. “We definitely need ethnic studies.”\u003c/p>\n\u003cp>Truong says there’s not much solidarity between the majority of students who are white and Asian and the other students of color. The lack of support is evident when students fail to understand why a poster is offensive — or exclude people who don’t look like them in group projects.\u003c/p>\n\u003cp>That’s why the San Francisco Unified School District is working on infusing culturally relevant content into the basic history curriculum.\u003c/p>\n\u003cp>Artnelson Concordia oversees ethnic studies for the district. He is determined to get this done over the next couple of years.\u003c/p>\n\u003cp>He says it’s a challenge to get students from more privileged backgrounds involved in the process.\u003c/p>\n\u003cp>“How do we teach about oppression?” he asks. “How do we make it that they’re not seen as the enemy and rather invite them to the solution to addressing the suffering of many of their classmates?”\u003c/p>\n\u003cp>To Concordia, if students can opt out of learning about certain cultures and systems of oppression, the value of ethnic studies is not as powerful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many students at Lowell High School agree. Many want their peers to understand their reality so they can help break down barriers in the classroom and out in the real world.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lowell is the only public high school in San Francisco where students have to take a test to get in. It is the top public school in the city for college readiness and one of the best in the state.\u003c/p>\n\u003cp>Students at Lowell are mainly focused on one thing: getting into college. They say that sets the tone for the environment here.\u003c/p>\n\u003cp>“Everyone at Lowell is stressed,” says senior Santiago Alvarez.\u003c/p>\n\u003cp>“When I got here it was just like school, school, school, everybody’s stressed out just to get that A,” adds Koreena Ortiz, another senior. “At one time I was wanting to drop out, I couldn’t do it no more.”\u003c/p>\n\u003cp>In addition to those stresses, Ortiz and Alvarez say there’s an \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-2-latino-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">additional stress\u003c/a> if you are a minority student on campus. What they mean by minority is black, Latino, \u003ca href=\"http://www.greatschools.org/california/san-francisco/6397-Lowell-High-School/details/#Students\">Filipino\u003c/a> and Pacific Islander. The majority of students at Lowell are Asian or white.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='’166′'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/265719140″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/265719140″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Race at Lowell Not Exactly Black and White\u003c/strong>\u003c/p>\n\u003cp>Alvarez, who identifies as Filipino, Puerto Rican and Italian, says being in the minority makes it \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-1-african-american-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">tough to fit in\u003c/a>.\u003c/p>\n\u003cp>“It’s a lot harder if you don’t feel like you belong, or if you don’t feel included,” Alvarez says.\u003c/p>\n\u003cp>Especially in the classroom. Ortiz describes teachers asking classes to divide into small groups of three or four students.\u003c/p>\n\u003cp>“Ten seconds later it’s either just me by myself or me and another person [of color],” Ortiz says.\u003c/p>\n\u003cp>The way Ortiz — who identifies as Samoan, Puerto Rican and Chicano — sees it, her peers assume she’s not smart enough.\u003c/p>\n\u003cp>“We have to ask the teacher, ‘No one wants me in their group, can you put me in a group?’ Like it’s that sad,” she says. “That happens a lot, so I’d rather just work by myself because no one wanna be in a group with me.”\u003c/p>\n\u003cp>Some of the students of color I spoke to say these actions are subtle yet offensive. Lowell Principal Andrew Ishibashi says he realizes this is not going to make a welcoming environment for future students of color.\u003c/p>\n\u003cp>“For the last nine years since I’ve been principal, I’ve been recruiting and setting up special programs for African-Americans and Latinos,” Ishibashi says.\u003c/p>\n\u003cp>But something that happened last winter didn’t help his efforts.\u003c/p>\n\u003cp>A student put up a racially insensitive poster on a school bulletin board that stereotyped black people as entertainers, fast-food employees and gang members.\u003c/p>\n\u003cp>Tsia Blacksher, co-president of the Lowell Black Student Union, \u003ca href=\"http://www.ktvu.com/news/95825583-story\">led a walkout\u003c/a> in protest with about 20 other students.\u003c/p>\n\u003cp>“With the recent events we were talking about having mandatory ethnic [studies] classes,” Blacksher says.\u003c/p>\n\u003cp>The Black Student Union also delivered a list of demands to the school board, including mandatory ethnic studies classes, a full-time African-American recruitment officer and an African-American community center on campus.\u003c/p>\n\u003cp>\u003cstrong>AP or Ethnic Studies?\u003c/strong>\u003c/p>\n\u003cp>Principal Ishibashi says he’s working on the demands. As part of an elective program the school board adopted in December 2014, a Lowell teacher is leading an ethnic studies class with a curriculum provided by the district.\u003c/p>\n\u003cp>But Ishibashi says requiring students to take the class is another matter.\u003c/p>\n\u003cp>“It’s very difficult because you already have students taking six to seven classes,” Ishibashi says. “And to make another graduation requirement just makes it more difficult for the student.”\u003c/p>\n\u003cp>There are some students who would rather take an advanced placement course, he says. For them, ethnic studies isn’t a priority, and he wouldn’t want to force them.\u003c/p>\n\u003cp>“For us it’s a priority but for students, you can’t make it their priority,” Ishibashi says.\u003c/p>\n\u003cfigure id=\"attachment_10961135\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10961135\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg\" alt=\"This is the first year that Lowell High School offered ethnic studies. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This is the first year that Lowell High School offered ethnic studies. \u003ccite>(Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘We Definitely Need Ethnic Studies’\u003c/strong>\u003c/p>\n\u003cp>Senior Lena Truong self-identifies as being in the Asian student majority.\u003c/p>\n\u003cp>She says many of her peers are just too busy to care about the way that capitalism, racism and sexism has oppressed people of color in the past. She, however, chose to make ethnic studies a priority.\u003c/p>\n\u003cp>“Imagine what it’s like not to know your own history. Imagine what it’s like not to see yourself in your textbook and have your history kind of erased or not viewed as important,” she says. “We definitely need ethnic studies.”\u003c/p>\n\u003cp>Truong says there’s not much solidarity between the majority of students who are white and Asian and the other students of color. The lack of support is evident when students fail to understand why a poster is offensive — or exclude people who don’t look like them in group projects.\u003c/p>\n\u003cp>That’s why the San Francisco Unified School District is working on infusing culturally relevant content into the basic history curriculum.\u003c/p>\n\u003cp>Artnelson Concordia oversees ethnic studies for the district. He is determined to get this done over the next couple of years.\u003c/p>\n\u003cp>He says it’s a challenge to get students from more privileged backgrounds involved in the process.\u003c/p>\n\u003cp>“How do we teach about oppression?” he asks. “How do we make it that they’re not seen as the enemy and rather invite them to the solution to addressing the suffering of many of their classmates?”\u003c/p>\n\u003cp>To Concordia, if students can opt out of learning about certain cultures and systems of oppression, the value of ethnic studies is not as powerful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many students at Lowell High School agree. Many want their peers to understand their reality so they can help break down barriers in the classroom and out in the real world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A protest at San Francisco State University Monday marked the beginning of a hunger strike by four students who vowed to go hungry until the school agrees to increase the budget for the College of Ethnic Studies.\u003c/p>\n\u003cp>At least 200 people showed up for a noontime rally to support the hunger strikers.\u003c/p>\n\u003cp>\"I'm out here because these are racist attacks against the college,\" said Julia Retzlaff, a hunger striker who said she won't be attending her classes during the strike. \"As a white person, I have to be an ally and to show up.\"\u003c/p>\n\u003cp>\"I'm exhausted,\" said Chris Arreola, one of the strike's supporters. \"Our education shouldn't come at the cost of our bodies or at the cost of our voices.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/news/2016/02/24/s-f-states-historic-ethnic-studies-college-may-have-to-cut-courses-faculty\" target=\"_blank\">College of Ethnic Studies announced in February\u003c/a> that it was facing a shortfall for the fiscal year beginning July 1 and would face staff and program cuts unless it got financial help from the university. Students protested, and the administration agreed to fund part of the college's short-term deficit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>San Francisco State has said the annual operational cost for the college is $5 million, of which $3.4 million has been covered by available university funding and the balance made up by payments from a reserve fund. The administration said earlier this year that the reserve funding has been depleted.\u003c/p>\n\u003cp>Among the hunger strikers' demands is significantly increased funding for the College of Ethnic Studies -- $8 million a year. College supporters said the $8 million would cover operational expenses like salaries for tenured professors, for untenured lecturers who make up 40 percent of the teaching staff and for student services. The increased amount would also allow the college to thrive, supporters say.\u003c/p>\n\u003cfigure id=\"attachment_10944642\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-10944642\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/IMG_1767.jpg\" alt=\"SF State student Ahkeel Mestayer, 20, said he's on hunger strike until the College of Ethnic Studies at San Francisco State University has $8 million dedicated in funding.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/IMG_1767.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/IMG_1767-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">S.F. State student Ahkeel Mestayer, 20, said he's on hunger strike until the College of Ethnic Studies at San Francisco State University has $8 million dedicated in funding. \u003ccite>(Natalie Yemenidjian/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If Ethnic Studies doesn't get the $8 million, we're coming for [President Leslie Wong's job],\" said S.F. State student Ahkeel Mestayer, 20, one of those who said he's on hunger strike. \"Let's say we don't get the $8 million. Having the community support us is an act of revolution.\"\u003c/p>\n\u003cp>Beyond the budget issues, college supporters say the university has retaliated against them by not allowing the college to hire new faculty for two vacant tenured positions.\u003c/p>\n\u003cp>Sue Rosser, S.F. State's provost and vice president for academic affairs, disputed the claim the university is taking a punitive stance.\u003c/p>\n\u003cp>\"We are not cutting the budget of Ethnic Studies as we have said repeatedly,\" Rosser said at a press conference Monday.\u003c/p>\n\u003cp>The four students on hunger strike, -- Retzlaff, Mestayer, Hassani Bell and Sachiel Rosen -- are minoring in the college's race and resistance studies. They have dubbed themselves the Third World Liberation Front 2016, alluding to the \u003ca href=\"https://diva.sfsu.edu/collections/sfbatv/bundles/217300\">1968 Black Student Union/Third World Liberation Front's protest\u003c/a> from which the College of Ethnic Studies was established.\u003c/p>\n\u003cfigure id=\"attachment_10944643\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-10944643 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/IMG_1772.jpg\" alt=\"Hassani Bell, 18, is the youngest of the four SF State students on hunger strike until the College of the Ethnic Studies receives $8 million in funding, \" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/IMG_1772.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/IMG_1772-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Hassani Bell, 18, is the youngest of the four S.F. State students on a hunger strike until the College of the Ethnic Studies receives $8 million in funding. \u003ccite>(Natalie Yemenidjian/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bell, who grew up in East Oakland, went to San Leandro High School, where he took ethnic studies courses.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I hope I can do the same thing my teachers did for me,\" Bell said. \"Convince youth that their lives matter. It's hard to believe you really mean something.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A protest at San Francisco State University Monday marked the beginning of a hunger strike by four students who vowed to go hungry until the school agrees to increase the budget for the College of Ethnic Studies.\u003c/p>\n\u003cp>At least 200 people showed up for a noontime rally to support the hunger strikers.\u003c/p>\n\u003cp>\"I'm out here because these are racist attacks against the college,\" said Julia Retzlaff, a hunger striker who said she won't be attending her classes during the strike. \"As a white person, I have to be an ally and to show up.\"\u003c/p>\n\u003cp>\"I'm exhausted,\" said Chris Arreola, one of the strike's supporters. \"Our education shouldn't come at the cost of our bodies or at the cost of our voices.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/news/2016/02/24/s-f-states-historic-ethnic-studies-college-may-have-to-cut-courses-faculty\" target=\"_blank\">College of Ethnic Studies announced in February\u003c/a> that it was facing a shortfall for the fiscal year beginning July 1 and would face staff and program cuts unless it got financial help from the university. Students protested, and the administration agreed to fund part of the college's short-term deficit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>San Francisco State has said the annual operational cost for the college is $5 million, of which $3.4 million has been covered by available university funding and the balance made up by payments from a reserve fund. The administration said earlier this year that the reserve funding has been depleted.\u003c/p>\n\u003cp>Among the hunger strikers' demands is significantly increased funding for the College of Ethnic Studies -- $8 million a year. College supporters said the $8 million would cover operational expenses like salaries for tenured professors, for untenured lecturers who make up 40 percent of the teaching staff and for student services. The increased amount would also allow the college to thrive, supporters say.\u003c/p>\n\u003cfigure id=\"attachment_10944642\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-10944642\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/IMG_1767.jpg\" alt=\"SF State student Ahkeel Mestayer, 20, said he's on hunger strike until the College of Ethnic Studies at San Francisco State University has $8 million dedicated in funding.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/IMG_1767.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/IMG_1767-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">S.F. State student Ahkeel Mestayer, 20, said he's on hunger strike until the College of Ethnic Studies at San Francisco State University has $8 million dedicated in funding. \u003ccite>(Natalie Yemenidjian/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If Ethnic Studies doesn't get the $8 million, we're coming for [President Leslie Wong's job],\" said S.F. State student Ahkeel Mestayer, 20, one of those who said he's on hunger strike. \"Let's say we don't get the $8 million. Having the community support us is an act of revolution.\"\u003c/p>\n\u003cp>Beyond the budget issues, college supporters say the university has retaliated against them by not allowing the college to hire new faculty for two vacant tenured positions.\u003c/p>\n\u003cp>Sue Rosser, S.F. State's provost and vice president for academic affairs, disputed the claim the university is taking a punitive stance.\u003c/p>\n\u003cp>\"We are not cutting the budget of Ethnic Studies as we have said repeatedly,\" Rosser said at a press conference Monday.\u003c/p>\n\u003cp>The four students on hunger strike, -- Retzlaff, Mestayer, Hassani Bell and Sachiel Rosen -- are minoring in the college's race and resistance studies. They have dubbed themselves the Third World Liberation Front 2016, alluding to the \u003ca href=\"https://diva.sfsu.edu/collections/sfbatv/bundles/217300\">1968 Black Student Union/Third World Liberation Front's protest\u003c/a> from which the College of Ethnic Studies was established.\u003c/p>\n\u003cfigure id=\"attachment_10944643\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-10944643 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/IMG_1772.jpg\" alt=\"Hassani Bell, 18, is the youngest of the four SF State students on hunger strike until the College of the Ethnic Studies receives $8 million in funding, \" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/IMG_1772.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/IMG_1772-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Hassani Bell, 18, is the youngest of the four S.F. State students on a hunger strike until the College of the Ethnic Studies receives $8 million in funding. \u003ccite>(Natalie Yemenidjian/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bell, who grew up in East Oakland, went to San Leandro High School, where he took ethnic studies courses.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I hope I can do the same thing my teachers did for me,\" Bell said. \"Convince youth that their lives matter. It's hard to believe you really mean something.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "S.F. State's Historic Ethnic Studies College May Have to Cut Courses, Faculty",
"title": "S.F. State's Historic Ethnic Studies College May Have to Cut Courses, Faculty",
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"content": "\u003cp>San Francisco State University's College of Ethnic Studies might not have enough money to pay all of its staff come July 1. The College of Ethnic Studies says it's operating with close to a $400,000 deficit.\u003c/p>\n\u003cp>The college is straining to cover the salary of lecturers, tenured faculty, the graduate program and other costs. It has been struggling since the California State University system faced severe budget cuts in its 2009-2010 academic year.\u003c/p>\n\u003cp>American Indian Studies Department Chair Andrew Jolivette says around 50 percent of the course work that the college provides, some of which are required courses for SFSU students, may not be available in the fall. The graduate program is also at risk of closing, and the lecturers that make up 40 percent of the college's staff may lose their jobs.\u003c/p>\n\u003cp>“[The administration] expects us to be fundraising,\" Jolivette said. \"That's for scholarships, not an academic program.\"\u003c/p>\n\u003cp>SFSU spokesman Jonathan Morales said the college received $5 million for the 2015-16 year. However, Ethnic Studies said it received only a little over $3.6 million. Morales said the university has been supplementing the college's overspending with a reserve fund that is now depleted.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>SFSU said it is not technically implementing a budget cut and that the university has not asked a college to take a cut since the 2009-2010 academic year.\u003c/p>\n\u003cp>In 2009, the university made sweeping cuts to colleges across disciplines. It asked each college to cut 10 percent of its budget. The College of Ethnic Studies staff say they took a higher cut that was disproportionate to the rest of the campus. It took an almost 16 percent permanent cut to its budget from more than $4 million to $3.4 million, which is how the deficit started. The college says it's had to overspend to pay for tenured professors and maintain operational costs.\u003c/p>\n\u003cp>\u003cstrong>Details of Possible Closures\u003c/strong>\u003c/p>\n\u003cp>\"We would have to close the student resource center, the advising center and the Cesar Chavez Institute,\" said Amy Sueyoshi, associate dean at the college. \"We serve the students who are working 20 hours or more a week.\"\u003c/p>\n\u003cp>Sueyoshi said there used to be more than 60 full-time faculty, and now there are 37. She added that if teachers retire, the college would not be able to replace them.\u003c/p>\n\u003cp>In an email sent to faculty, staff and students, SFSU President Leslie Wong said: \"While our 2016-17 budget for the University has not been finalized, we expect this year’s allocation to closely resemble last year’s.\u003c/p>\n\u003cp>\"What has changed is how we respond to programs, including colleges, that run annual deficits, as has been the case for Ethnic Studies in recent years. When budget gaps have been discovered in other programs, a strategy was developed that allowed the program to continue while arranging to pay back its debt to the University within a set time frame. In the case of the College of Ethnic Studies, no reimbursement plan has been requested. But the college has been asked to adapt to new budgetary discipline moving forward.\"\u003c/p>\n\u003cp>Hundreds are expected to show up at a meeting Thursday with Wong and Ethnic Studies faculty, students and supporters.\u003c/p>\n\u003cp>Jolivette said that the administration does not understand the educational service the college provides.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"At the \u003c/span>\u003cspan style=\"font-weight: 400\">meeting, the fact that [Provost Dr. Sue Rosser] called this a bailout,\" Jolivette said. \"I think it was dismissive, and she kind of \u003c/span>\u003cspan style=\"font-weight: 400\">shrugged her shoulders when she called it a bailout.\"\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First of its Kind\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_10876952\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-10876952 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/02/IMG_0999-800x450.jpg\" alt=\"A plaque in the College of Ethnic Studies Building reads: "'Relevant education now' 1968, in appreciation for the contributions made by the Black Student Union/Third World Liberation Front students, staff, faculty, community members, including the birth of ethnic studies at SF State."\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A plaque inside the College of Ethnic Studies Building in memory of the 1968 strike that led to the founding of the college. \u003ccite>(Natalie Yemenidjian/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>SFSU's College of Ethnic Studies was the first ethnic studies program in the country when it was created \u003ca href=\"https://diva.sfsu.edu/collections/sfbatv/2570\">in the wake of a campus strike\u003c/a> by the Black Student Union and Third World Liberation Front strike from November 1968 to March 1969. Students demanded a more equitable education and to hire more people of color on the university faculty. It was the longest campus strike in U.S. history, according to the university's \u003ca href=\"http://www.sfsu.edu/news/2008/fall/8.html\">website\u003c/a>.\u003c/p>\n\u003cp>\"The strike is so romanticized that no one's thinking about what is happening right now,\" said Shannon Deloso, 21, Ethnic Studies representative for SFSU's student government body, Associated Students Inc. \"We felt like we're the show ponies for the university, but we're not getting the funding that we need to function.\"\u003c/p>\n\u003cfigure id=\"attachment_10876956\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-10876956 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/02/Ibelieveinesbc-800x450.jpg\" alt=\"A hand-written poster that says "I believe in ethnic studies because..." is displayed at the front entrance at the College for Ethnic Studies Building at SFSU, February 24, 2016, with signatures and notes like "Don't cut my history!" written on it.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A handwritten poster that says 'I believe in ethnic studies because ...' is displayed at the front entrance at the College for Ethnic Studies Building at SFSU on Feb. 24, 2016, with signatures and notes like 'Don't cut my history!' written on it. \u003ccite>(Natalie Yemenidjian/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 100 students and faculty attended an open meeting on Feb. 18, in solidarity with the historic program, which is the smallest college at the university.\u003c/p>\n\u003cp>Deloso and other students went to Wong's office after the meeting to demand his presence at the College of Ethnic Studies' next meeting on Thursday, Feb. 25.\u003c/p>\n\u003cp>\"You don't learn about contributions of your people elsewhere,\" Deloso said. \"Being exposed to ethnic studies informs everything I do as a teacher.\"\u003c/p>\n\u003cp>Deloso teaches ethnic studies at Phillip and Sala Burton High School \u003cspan class=\"_eph\">in the Portola neighborhood. Students who take ethnic studies courses have better attendance records and improve their grade-point average, according to a \u003ca href=\"http://www.nber.org/papers/w21865\">Stanford study released in \u003c/a>\u003c/span>\u003cspan class=\"_eph\">\u003ca href=\"http://www.nber.org/papers/w21865\">January\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"_eph\">The study examined ethnic studies pilot programs in San Francisco high schools. Students showed up to class 21 percent more and their grade-point averages increased by an average of 1.4 points. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We're losing our value,\" Deloso said. \"We're trying to show people our stories matter. It's a slap in the face saying we don't really need funding.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco State University's College of Ethnic Studies might not have enough money to pay all of its staff come July 1. The College of Ethnic Studies says it's operating with close to a $400,000 deficit.\u003c/p>\n\u003cp>The college is straining to cover the salary of lecturers, tenured faculty, the graduate program and other costs. It has been struggling since the California State University system faced severe budget cuts in its 2009-2010 academic year.\u003c/p>\n\u003cp>American Indian Studies Department Chair Andrew Jolivette says around 50 percent of the course work that the college provides, some of which are required courses for SFSU students, may not be available in the fall. The graduate program is also at risk of closing, and the lecturers that make up 40 percent of the college's staff may lose their jobs.\u003c/p>\n\u003cp>“[The administration] expects us to be fundraising,\" Jolivette said. \"That's for scholarships, not an academic program.\"\u003c/p>\n\u003cp>SFSU spokesman Jonathan Morales said the college received $5 million for the 2015-16 year. However, Ethnic Studies said it received only a little over $3.6 million. Morales said the university has been supplementing the college's overspending with a reserve fund that is now depleted.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>SFSU said it is not technically implementing a budget cut and that the university has not asked a college to take a cut since the 2009-2010 academic year.\u003c/p>\n\u003cp>In 2009, the university made sweeping cuts to colleges across disciplines. It asked each college to cut 10 percent of its budget. The College of Ethnic Studies staff say they took a higher cut that was disproportionate to the rest of the campus. It took an almost 16 percent permanent cut to its budget from more than $4 million to $3.4 million, which is how the deficit started. The college says it's had to overspend to pay for tenured professors and maintain operational costs.\u003c/p>\n\u003cp>\u003cstrong>Details of Possible Closures\u003c/strong>\u003c/p>\n\u003cp>\"We would have to close the student resource center, the advising center and the Cesar Chavez Institute,\" said Amy Sueyoshi, associate dean at the college. \"We serve the students who are working 20 hours or more a week.\"\u003c/p>\n\u003cp>Sueyoshi said there used to be more than 60 full-time faculty, and now there are 37. She added that if teachers retire, the college would not be able to replace them.\u003c/p>\n\u003cp>In an email sent to faculty, staff and students, SFSU President Leslie Wong said: \"While our 2016-17 budget for the University has not been finalized, we expect this year’s allocation to closely resemble last year’s.\u003c/p>\n\u003cp>\"What has changed is how we respond to programs, including colleges, that run annual deficits, as has been the case for Ethnic Studies in recent years. When budget gaps have been discovered in other programs, a strategy was developed that allowed the program to continue while arranging to pay back its debt to the University within a set time frame. In the case of the College of Ethnic Studies, no reimbursement plan has been requested. But the college has been asked to adapt to new budgetary discipline moving forward.\"\u003c/p>\n\u003cp>Hundreds are expected to show up at a meeting Thursday with Wong and Ethnic Studies faculty, students and supporters.\u003c/p>\n\u003cp>Jolivette said that the administration does not understand the educational service the college provides.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"At the \u003c/span>\u003cspan style=\"font-weight: 400\">meeting, the fact that [Provost Dr. Sue Rosser] called this a bailout,\" Jolivette said. \"I think it was dismissive, and she kind of \u003c/span>\u003cspan style=\"font-weight: 400\">shrugged her shoulders when she called it a bailout.\"\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First of its Kind\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_10876952\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-10876952 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/02/IMG_0999-800x450.jpg\" alt=\"A plaque in the College of Ethnic Studies Building reads: "'Relevant education now' 1968, in appreciation for the contributions made by the Black Student Union/Third World Liberation Front students, staff, faculty, community members, including the birth of ethnic studies at SF State."\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/IMG_0999-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A plaque inside the College of Ethnic Studies Building in memory of the 1968 strike that led to the founding of the college. \u003ccite>(Natalie Yemenidjian/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>SFSU's College of Ethnic Studies was the first ethnic studies program in the country when it was created \u003ca href=\"https://diva.sfsu.edu/collections/sfbatv/2570\">in the wake of a campus strike\u003c/a> by the Black Student Union and Third World Liberation Front strike from November 1968 to March 1969. Students demanded a more equitable education and to hire more people of color on the university faculty. It was the longest campus strike in U.S. history, according to the university's \u003ca href=\"http://www.sfsu.edu/news/2008/fall/8.html\">website\u003c/a>.\u003c/p>\n\u003cp>\"The strike is so romanticized that no one's thinking about what is happening right now,\" said Shannon Deloso, 21, Ethnic Studies representative for SFSU's student government body, Associated Students Inc. \"We felt like we're the show ponies for the university, but we're not getting the funding that we need to function.\"\u003c/p>\n\u003cfigure id=\"attachment_10876956\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-10876956 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/02/Ibelieveinesbc-800x450.jpg\" alt=\"A hand-written poster that says "I believe in ethnic studies because..." is displayed at the front entrance at the College for Ethnic Studies Building at SFSU, February 24, 2016, with signatures and notes like "Don't cut my history!" written on it.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/02/Ibelieveinesbc-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A handwritten poster that says 'I believe in ethnic studies because ...' is displayed at the front entrance at the College for Ethnic Studies Building at SFSU on Feb. 24, 2016, with signatures and notes like 'Don't cut my history!' written on it. \u003ccite>(Natalie Yemenidjian/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 100 students and faculty attended an open meeting on Feb. 18, in solidarity with the historic program, which is the smallest college at the university.\u003c/p>\n\u003cp>Deloso and other students went to Wong's office after the meeting to demand his presence at the College of Ethnic Studies' next meeting on Thursday, Feb. 25.\u003c/p>\n\u003cp>\"You don't learn about contributions of your people elsewhere,\" Deloso said. \"Being exposed to ethnic studies informs everything I do as a teacher.\"\u003c/p>\n\u003cp>Deloso teaches ethnic studies at Phillip and Sala Burton High School \u003cspan class=\"_eph\">in the Portola neighborhood. Students who take ethnic studies courses have better attendance records and improve their grade-point average, according to a \u003ca href=\"http://www.nber.org/papers/w21865\">Stanford study released in \u003c/a>\u003c/span>\u003cspan class=\"_eph\">\u003ca href=\"http://www.nber.org/papers/w21865\">January\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"_eph\">The study examined ethnic studies pilot programs in San Francisco high schools. Students showed up to class 21 percent more and their grade-point averages increased by an average of 1.4 points. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We're losing our value,\" Deloso said. \"We're trying to show people our stories matter. It's a slap in the face saying we don't really need funding.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
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