I am just one of the countless voices fighting for ethnic studies, not just for its existence as a class, but as a movement that needs to be heard. I live in Little Saigon, a community of immigrants and refugees from Vietnam—a group that has persisted in preserving its Vietnamese identity for the past 50 years. At home, Vietnamese and AAPI history was not a subject, but was deeply ingrained in the discussions of my childhood. However, when it came to school, that wasn’t the case. Administration and board members didn’t reflect my community, nor did the narratives in our textbooks. Everything changed when I took a U.S. History course. Initially, I didn’t look forward to the class, assuming it would only present a righteous, American perspective. But my view shifted when I met my teacher, a passionate advocate for ethnic studies. She made it a point to include the perspectives of all minority communities, demonstrating the fundamentals of ethnic studies. I benefited greatly, becoming engaged with a history that resonated deeply with my identity and experiences. Finally, I could share the stories we discussed in class at the dinner table, sparking conversations with my elders and parents.
This experience inspired me to take action and create meaningful change, advocating for ethnic studies through organizations and in local school districts. When I shared the history of my community with my peers, I was shocked to discover that they had no knowledge of it. I wanted my friends—and the students of Little Saigon—to understand the contributions their parents and grandparents had made to this country. I understood that teaching this history could benefit my community by helping students connect with their identity.
Moreover, research supports the effectiveness of ethnic studies, showing significant improvements in educational outcomes, particularly for students of color. In over fourteen studies conducted by the National Education Association, twelve found significant improvements in academic performance and personal achievement. These studies revealed that ethnic studies programs introduced in middle and high schools led to better academic results, higher graduation rates, improved GPAs, stronger community engagement, enhanced literacy skills, and a deeper connection with one’s identity (National Education Association, 2020). For me, this was absolutely true. I began to study literature that showcased entire social justice movements of minority communities in the United States, making me more empathetic and understanding. Every student in an ethnic studies course shared similar sentiments. Students not only gained benefits in the classroom but also became equipped with the tools to bring about changes they believed in, such as advocating for justice by challenging the inequality learned through their curriculum. Political discussions became an essential part of the classroom, and civic engagement was a remarkable product of this. Seniors who took the course at my school commented that they got to learn “the history they couldn’t learn in a regular history class,” and many, including myself, emerged as organizers for the Ethnic Studies movement by joining lobbies at state capitols or student-teacher coalitions.
However, ethnic studies faces significant opposition. My teacher, who had advocated for the ethnic studies program at our school, was essentially pushed out of the classroom. She fought to teach the same history that had transformed her life, hoping to share it with young students in our community. But the district shut her down, offering her only the option to teach AP European History. That was the end of the only ethnic studies course at my school—the same class I had been looking forward to taking in my senior year. To this day, there is still no ethnic studies course, despite interest from my peers. Just next door, the Placentia-Yorba Linda district voted to ban critical race theory in 2022, a core element of ethnic studies curricula. Conservative board member Leandra Blades argued, “Keep the politics, the social justice, all of the noise out and just educate our kids.” My response is this: educating our kids means informing them about the real issues and politics that shape their world. How can we teach relevant history without educating them about the realities of their lives, especially for high school students set to become adults? On the national level, only 19 out of 50 states have enacted legislative initiatives requiring ethnic studies curricula. Even in these states, such as California, conflicts with conservative school boards continue, and watered-down ethnic studies courses that simply “check the box” are becoming more common. Floridian Governor Ron DeSantis banned AP African American Studies in Florida’s high schools, signing the “Stop WOKE Act” into law, which undermines diversity and inclusion efforts in schools and businesses. His justification? “We believe in education, not indoctrination.”
Ethnic studies is far beyond academics; it is a call to action. When facing opposition, we must question: why? Why are there forces in our institutions that work to erase ethnic studies? Why is acknowledging the history of minorities deemed controversial? The truth is, white supremacy is at an all-time high. In 2024, the ADL reported an all-time high of white supremacy propaganda, which soared by 30% in 2023—from 852 incidents to 1,112. That’s around 20 incidents per day (Anti-Defamation League, 2024). This is a call to action to include ethnic studies curricula in our schools. We must battle hate and racism through education for the next generation of changemakers to be empathetic and knowledgeable. Ethnic studies gives students the critical skills to recognize injustice and to tackle it.
In conclusion, ethnic studies has been shown to have a tremendously positive impact on students’ experiences in schools, yet opposition—from those who don’t represent these communities—continues to fight to erase it. Over 40% of the U.S. population identifies as a minority, and not teaching the contributions of their communities excludes them from history and denies them their rightful representation (U.S. Census Bureau, 2020). Let’s rally for ethnic studies—for the most vulnerable young people of this nation depend on it.
Victor Do is a sophomore at Marina High School. He is passionate about ethnic studies advocacy, particularly in advancing Vietnamese and Asian American Studies in K-12 education. His interests extend to political discussions and voter outreach, and he hopes to continue organizing for inclusive curricula and make a meaningful impact in representing minority populations.
References
National Education Association. (2020). The impact of ethnic studies on student outcomes. NEA Research.
Anti-Defamation League. (2024). 2024 hate crimes statistics. ADL Report.
U.S. Census Bureau. (2020). Demographic data. U.S. Census Bureau.