Leadership for ethnic studies

On the heels of the assassination of Dr. Martin Luther King, Jr. and steeped in the activism of the Black Panther Party, a multiracial group of San Francisco State University students formed the Third World Liberation Front and fought for courses and curricula that represented them; they wanted to learn about themselves and their respective histories (Ehsanipour, 2020). Out of this five-month-long, student strike was the formation of the College of Ethnic Studies at San Francisco State. Since the 1968 student strike, many universities, colleges and high schools have established ethnic studies programs that focus on the disciplines of Black/African American Studies, Native American Studies, Latinx/Chicanx Studies, and Asian American/Pacific Islander Studies.

A 2014 Stanford study with the San Francisco Unified School District showed that ethnic studies courses positively affect attendance, grades, and graduation rates, statistically “proving” that ethnic studies works, a fact many of us already knew. For many of us, it is more than attendance and grades. Ethnic studies inspires future educators. Ethnic studies saves lives. Ethnic studies saved my life.

As a teen mom and an aspiring educator, ethnic studies courses were pivotal to healing my self-doubt and the racism I experienced. Reading BIPOC authors and learning untold stories affirmed my identity as a Filipina American and inspired the kind of educator I would become.

Entering a doctoral program and contributing to the discipline of ethnic studies, I focused on the support and leadership attributes that school administrators need to implement principled ethnic studies programs. Principled ethnic studies refers to the Seven Guiding Principles provided by Tintiangco-Cubales and Curammeng (2018). These principles act as our “north star,” ensuring we stay true to the purpose of antiracism.

From the results of this study, I created a new framework, Ethnic Studies Leadership Praxis. The framework answers the following questions: What do school and district leaders need to implement authentic, principled ethnic studies programs? What leadership attributes do school leaders require to create conditions for principled ethnic studies?

Ethnic studies leaders need the following:

An understanding of ethnic studies content and pedagogy. School leaders rooted in ethnic studies understand the critical concepts being taught, as well as the importance of how it should be taught. This requires school leaders to be immersed in an experience to fully understand its impact.

Ongoing opportunities to reflect on one’s identity. Leaders rooted in ethnic studies understand their positionality; they understand that their racialized identities and lived experiences are factors in relation to this content and especially their students.

Having a community is paramount for support. School leaders committed to this work need other ethnic studies leaders as a support system, especially when ethnic studies is challenged and requires even greater protection.

Ethnic studies leaders have the following attributes:

Navigational capital. Yosso (2005) explains this as the “ability to maneuver through institutions not created with Communities of Color in mind.” It is an asset, not a form of assimilation.

Community responsive leadership (CRL). Tintiangco-Cubales and Duncan-Andrade (2021) characterize CRL as educators who, “transform climates, cultures, and curriculum to prioritize (youth) WELLNESS through relationships, relevance, and responsibility.”

Community and collectivism. Community responsive leaders understand that their leadership must reflect their community. They also believe in “soft power” and shared leadership. They actively work in opposition to individualism and competition.

Praxis. Freire (1970) defines praxis as “reflection and action directed at the structures to be transformed.” Ethnic studies leaders will always lead for ethnic studies. Ethnic studies informs everything we do.

I offer this framework for school leaders to see, understand and reflect on the embodiment of Ethnic Studies Leadership Praxis. Consider these questions as you reflect on who you are as a leader when you visit classrooms and make decisions for students. Understand that ethnic studies is not just a class. Ethnic studies connects to many aspects of society, not just education. Ethnic studies informs everything. Ethnic studies saves lives. This is why, even at the risk of attacks, we support this project. So, are you a leader for ethnic studies? Do you want to be? How can you create the conditions for principled ethnic studies? What support do you need?

Bold and courageous leadership is needed to create conditions for principled ethnic studies programs. Along with the questions above, also consider the patterns and commonalities of the districts showcased in this issue of Leadership magazine. They stand as exemplars.

Tracie Noriega, Ed.D., is ACSA’s Senior Director of Diversity, Equity & Inclusion and Professional Learning.