This dissertation explores the racial politics of the U.S. through an examination of political contention over the inclusion of ethnic studies in K-12 public schools. Black, Indigenous, Chicanx/Latinx, and Asian/Pacific Islander Americans have indelibly shaped the political, economic, and social contours of the U.S. from its founding to present. However, the fullness of their experiences in and contributions to the nation remain woefully inadequate in K-12 U.S. history/social studies curricula (Brown & Brown, 2010; Journell, 2009; Ladson-Billings, 2003; Loewen, 1996; Reddick, 1934; Woodson, 1933; Woodson & Wesley, 1922). To address this curricular gap, a wave of 21st century activism is demanding that K-12 schools teach ethnic studies, curricula that centers and examines the history of race, racism, and the contributions of people of color in the U.S. Contemporary state policies requiring the inclusion of ethnic studies in K-12 schools are far more progressive (and contentious) than aligned education reforms of previous decades, which were overwhelmingly school district policies focused on offering an optional ethnic studies elective. Drawing on archival, media, and interview data from three states (Arizona, California and Oregon) which recently decided on including ethnic studies in K-12 schools, I explore how race shaped the state policy processes and outcomes. While Arizona banned ethnic studies, Oregon adopted an ethnic studies requirement, and California’s ethnic studies requirement was vetoed by its governor. I argue that advocacy for the inclusion of ethnic studies which employs critical race conscious frames, mitigates intra-partisan conflict, and engages intersectional mobilization is most strongly positioned to advance such systemic, state-level reform. By examining the racial political dynamics of systemic policy change, this dissertation intervenes in political sociology and race scholarship in education. The findings can, moreover, help advocates of the full inclusion of ethnic studies in K-12 schools navigate the path toward systemic reform.

Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

林嘉嘉. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 331-348). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Lin jia jia. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 331-348).