A publication of the Association of California School Administrators

Locally responsive learning

Developing ethnic studies through collaboration in Hayward Unified

By Candace Cofield | March | April 2025

In response to California’s mandate for ethnic studies in high schools by 2025, the Hayward Unified School District has taken a proactive approach, not only meeting but surpassing the state’s timeline. We have successfully embedded ethnic studies pedagogy across all social science courses, with a unique Ethnic Studies U.S. History course currently active in all of our high schools. This endeavor goes beyond simply fulfilling a state requirement; it’s about creating a locally responsive, inclusive curriculum that reflects the lived experiences of our students and community.

Focus on local relevance Ethnic studies is often viewed as a broad, academic exploration of race, identity and power (Yosso, 2002), and for HUSD, it’s also an opportunity to focus on local stories that resonate with our students. One such example is the incorporation of Russell City, a once-thriving, diverse yet predominantly Black and Latinx community in Hayward that was displaced by urban development in the mid-20th century. By using Russell City as a key element of our Ethnic Studies U.S. History course, we are teaching students about their own community’s history — connecting national narratives of race, displacement and resilience to their local context.

This focus ensures that students aren’t simply learning abstract historical concepts but are actively engaging with stories that have direct ties to their own experiences (Ladson-Billings, 1995). It’s an approach that allows us to center marginalized voices and foster a deeper understanding of how systemic racism plays out in real-world settings, both historically and today.

Russell City unit: A deep dive into local history and systemic injustice Our Russell City unit serves as a key component of HUSD’s Ethnic Studies U.S. History course, offering students a chance to explore local history through the lens of systemic racism, displacement and community resilience. This unit highlights Russell City, an unincorporated area near Hayward that was home to a thriving, diverse and predominantly African American and Latinx community until its destruction in the mid-20th century through eminent domain.

Students begin by examining what it means to live in an unincorporated area, which lacks its own local government and often struggles to access basic city services. In the case of Russell City, residents faced deplorable living conditions due to the absence of essential services like sewage, plumbing and electricity. Despite repeated petitions to Alameda County and Hayward for these services, residents were continually denied, leading to significant hardship.

The government used these poor conditions as justification to declare Russell City a “blight,” a term used to describe properties that are dilapidated or hazardous. This label enabled the county to invoke eminent domain, a legal process allowing the government to seize land for public use. However, residents were offered far less compensation for their homes than they were worth, a tactic often used against marginalized communities to strip them of their land and livelihoods. This practice highlights the racialized nature of property seizure and displacement, as predominantly Black and Brown communities like Russell City were targeted for removal.

Despite this systemic injustice, Russell City residents resisted. Many fought to maintain their homes and community, with some resorting to arson as an act of defiance to prevent further displacement. This resistance is framed within the broader context of white supremacy, both overt and covert, as students explore how policies and laws were wielded to erase communities of color.

From this historical exploration, students are encouraged to engage in Youth Participatory Action Research (YPAR) projects that delve into themes of displacement, resilience and resistance (Cammarota & Fine, 2008). Students can present their research in various formats, including artistic expressions such as collages or spoken word poems, or narrative projects like first-person accounts of those affected by land seizures. These projects allow students to draw connections between past and present, reflecting on how marginalized communities continue to face threats of erasure.

The Russell City unit gives students a comprehensive understanding of local history while teaching them critical lessons about systemic racism, displacement and resilience. By centering the experiences of Russell City residents, we provide students with the tools to analyze the ongoing impact of these injustices on their communities and encourage them to explore avenues for social justice and advocacy.

Collaboration: The key to success Developing a robust ethnic studies curriculum that spans across multiple disciplines requires more than individual effort; it requires collaboration. Teachers, administrators, community members, and ethnic studies experts and consultants have been instrumental in the development of this unique curriculum.

We’ve built professional learning communities (PLCs) focused on ethnic studies pedagogy, allowing teachers to share strategies and reflect on their practice (DuFour, DuFour, Eaker & Many, 2010). These PLCs ensure that ethnic studies principles are woven into courses like world history and economics, encouraging critical conversations about race and identity in all social science classrooms. Collaboration with local historians and Indigenous community members in particular has also enriched our curriculum, especially in the development of Russell City lessons that emphasize the importance of local history in understanding larger systemic issues.

Embedding ethnic studies pedagogy across social sciences

While the development of a standalone Ethnic Studies U.S. History course is a significant achievement, we recognized the importance of going beyond a single course. HUSD is working to embed ethnic studies pedagogy throughout our social sciences curriculum, ensuring that all students, regardless of the specific class they are in, are engaging in conversations about race, identity and power.

This shift requires a focus on continued teacher collaboration and the development of resources that support this integration. Teachers are provided with the tools to critically examine traditional curricula, identify gaps in representation, and introduce materials that promote inclusive perspectives (Sleeter, 2011). In doing so, we are fostering a districtwide commitment to social justice and equity, with each classroom contributing to the broader goal of a culturally responsive education.

Supporting teachers through professional development

To effectively implement this initiative, we have prioritized ongoing professional development for both teachers and administrators. Recognizing that many educators may feel uncertain about how to teach ethnic studies content, we have created professional learning opportunities that focus on building teacher confidence and competence in this area.

Professional development sessions include workshops on culturally and linguistically responsive teaching; the difference between multiculturalism and ethnic studies; and the concepts of equity and antiracism, where educators learn strategies for creating inclusive, student-centered classrooms that respect and go far beyond celebrating diversity. We also emphasize the importance of student voice in the classroom, encouraging teachers to facilitate discussions that allow students to share their own experiences and perspectives on race and identity (Cook-Sather, 2006). By fostering a culture of continuous learning among our staff, we ensure that ethnic studies becomes a core part of the learning experience for every student.

Through surveys, focus groups and classroom discussions, students have shared their thoughts on what ethnic studies should look like in their schools.

Challenges and adjustments Like any districtwide initiative, our work in developing a unique ethnic studies curriculum has not been without its challenges. One of the most significant hurdles has been addressing resistance from some educators and community members who question the necessity of incorporating ethnic studies into every classroom and question the specifics of our content. To overcome this, we’ve committed to transparent communication, regular feedback loops and offering ongoing opportunities for dialogue.

We’ve also found that some teachers, particularly those unfamiliar with teaching race-related topics, need additional support and coaching (Gay, 2010). In response, we’ve expanded our professional development offerings to include experienced peer coaching and connections to external sources of ethnic studies support, ensuring that every educator feels prepared to engage in difficult but necessary conversations about race, equity and social justice.

Fostering community engagement and student voice A key element of our success has been our engagement with the local community (Sleeter, 2011). HUSD has worked closely with local historians, families and advocacy groups to ensure that our ethnic studies curriculum reflects the diverse histories and cultures of Hayward. The incorporation of Russell City as a focal point of the curriculum has helped bring community members into the conversation, allowing students to learn about their own history from the people who lived it.

We’ve also centered student voice in the development of our curriculum. Through surveys, focus groups and classroom discussions, students have shared their thoughts on what ethnic studies should look like in their schools. This feedback has been instrumental in shaping the content of our courses, ensuring that it is relevant, engaging and impactful.

Conclusion: Building a legacy of equity HUSD’s proactive journey to develop a unique Ethnic Studies U.S. History course ahead of the state’s mandated timeline and embed ethnic studies pedagogy across social science courses has been an ambitious but rewarding effort. Through collaboration, professional development, and a focus on local relevance, we have created a curriculum that empowers students to see themselves in the lessons they learn, while also encouraging them to think critically about the world around them.

As we continue to refine and expand this work, we are committed to building a legacy of equity and inclusion in our schools — one that not only meets state mandates but exceeds them, creating a model for other districts to follow.

References

Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. Routledge.

Cook-Sather, A. (2006). Sound, presence, and power: "Student voice" in educational research and reform. Curriculum Inquiry, 36(4), 359-390.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Solution Tree Press.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.

Sleeter, C. E. (2011). The academic and social value of ethnic studies: A research review. National Education Association.

Sleeter, C. E. (2011). Empowerment through multicultural education: A community-based approach to ethnic studies. Multicultural Education Review, 3(2), 1-22.

Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. Basic Books.

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.

Candace Cofield, Ph.D., is an administrator of special assignment for equity and antiracism in the Hayward Unified School District.