A publication of the Association of California School Administrators

The journey towards understanding

Implementing ethnic studies in Oceanside Unified School District

By Richard F. Lawrence, Jr. | March | April 2025

As California prepares for all high schools to offer ethnic studies by the 2025-26 school year, school leaders across the state are navigating both the rewards and challenges of this transformative curriculum. Ethnic studies can provide students with empowering insights into their own histories and foster greater empathy and understanding of others. But bringing this vision to life requires careful planning, collaboration and a steadfast commitment to the students, staff and community. This article explores the journey of Oceanside Unified School District (OUSD) in developing its ethnic studies program and offers key insights on content, pedagogy, professional development and community involvement.

Building the foundation: The first steps toward ethnic studies OUSD’s journey began in 2019, spurred by Assembly Bill 101, which encouraged districts to prepare for a statewide ethnic studies mandate. Superintendent Dr. Julie Vitale led efforts to ensure the curriculum met the FAIR Act standards, emphasizing the importance of representing the diverse experiences, histories and contributions of the community. For OUSD, this commitment meant creating a curriculum that would reflect the demographics and rich cultural heritage of Oceanside.

From the beginning, students, educators and community members gathered to share their hopes and concerns. Students voiced a desire for a curriculum that celebrated their identities and ethnic backgrounds, moving beyond the deficit-based narratives that too often pervade history classes. They expressed excitement at the thought of seeing their culture presented in a way that instilled pride while learning about the heritage of their peers.

Designing the curriculum: Community-driven collaboration To shape the curriculum, OUSD formed a curriculum writing group that included high school teachers, board members and district leaders. This team built the course framework using California’s Ethnic Studies Model Curriculum, reviewing UC-approved courses, and consulting with experts, including professors from Mira Costa College’s Sociology Department. The course officially launched as a yearlong elective in the fall of 2020, with Mira Costa professors supporting teachers by serving as mentors who co-planned, co-taught lessons and co-facilitated discussions. This collaborative approach allowed teachers to navigate sensitive topics effectively, especially when engaging with students of diverse backgrounds.

Navigating challenges: Building trust amid misinformation As the program developed, so did resistance. The nationwide debates around critical race theory (CRT) sparked concerns, bringing unforeseen challenges to the district. Community members began questioning the course’s intent, linking it with controversial ideologies, which fostered tension at board meetings. This experience underscored the importance of transparency and proactive communication.

To address these concerns, Dr. Mercedes Lovie, associate superintendent of educational services, and I hosted community meetings to clarify the course objectives and process. We then invited interested community members — supporters and critics alike — to join an Ethnic Studies Community Advisory Committee. This committee included individuals with varied political views, each advocating for different perspectives, providing a necessary forum for open dialogue and ensuring that the course resonated with the broader community.

Strengthening the curriculum: The board’s commitment to equity In the spring of 2021, the Oceanside Unified School Board decided to make ethnic studies a graduation requirement for the class of 2026. This milestone prompted further revisions to ensure the course would meet high standards of relevance, accuracy and impact. The writing group continued to refine the content, using feedback from the advisory committee to shape a curriculum that honored both the local history of Oceanside’s ethnic communities and the broader narratives that resonate nationwide.

Designing the curriculum: A collaborative effort Creating a meaningful and impactful ethnic studies curriculum required a collaborative approach. OUSD formed a curriculum writing team composed of teachers, administrators, board members and local experts. The team also sought input from students and community members, ensuring that a diverse array of voices shaped the content.

The writing team began by reviewing California’s model ethnic studies curriculum and examining UC-approved courses from other districts. To ground the curriculum in local relevance, they partnered with Mira Costa College’s Sociology Department. These collaborations enriched the curriculum, incorporating perspectives and materials that reflected both global and local histories.

Key elements of the curriculum design process 1. Local histories: The curriculum highlighted the contributions of various ethnic groups to the development of Oceanside. Students explored the historical roles of African American, Indigenous, Latinx, Asian American, and Pacific Islander communities in shaping the city’s identity.

2. Cultural relevance: Units were designed to be culturally relevant, incorporating literature, primary sources and multimedia content that resonated with students’ lived experiences. For example, lessons on the Chicano movement included interviews with local activists and explorations of murals in Oceanside.

3. Empowering narratives: To counter deficit-based perspectives, the curriculum emphasized stories of resistance, innovation and achievement. Students studied figures such as Dolores Huerta and Fred Korematsu, learning how these leaders fought for justice and equality.

Professional development: Equipping educators for success Introducing ethnic studies required not only a robust curriculum but also teachers who were prepared to engage students in critical and often sensitive discussions. Recognizing this, we invested heavily in professional development.

Mentorship and support Each ethnic studies teacher was paired with a mentor professor from Mira Costa College. These mentors provided ongoing support, helping teachers navigate complex topics and foster inclusive classroom environments. They co-taught lessons, modeled effective teaching strategies and offered guidance on how to handle difficult conversations about race, identity and systemic inequality.

Workshops and training Teachers attended ethnic studies certification classes through the University of California Riverside, additional workshops through the San Diego County Office of Education, Mira Costa College and additional offerings of learning offerings focused on culturally responsive teaching. Teachers were encouraged to reflect on their own identities and biases, creating a foundation of self-awareness that is crucial for leading these courses.

By nurturing pride in their heritage and empathy for others, ethnic studies is not just an academic subject; it’s a foundation for students to become engaged, informed citizens.

Continuous learning

Professional development didn’t end once the course began. OUSD ethnic studies teachers are part of a professional learning community (PLC), allowing them to share best practices, discuss challenges and collaborate on lesson planning. This ongoing support ensured that teachers could adapt and grow as the program evolved.

Guiding principles: The 4 Cs of ethnic studies implementation OUSD’s ethnic studies program rests on four guiding principles, which we refer to as the 4 Cs: Commitment, Collaboration, Consensus and Connection. These pillars provide a roadmap for other districts facing similar challenges.

1. Commitment Successful ethnic studies programs require unwavering commitment. Despite political pressures and public scrutiny, OUSD’s dedication to equity and inclusion fueled our momentum. We remained focused on providing students with a curriculum that highlighted the empowering stories and achievements of their communities, ensuring that each student could see themselves in their education.

2. Collaboration Engaging a wide array of voices was essential to designing a curriculum that truly reflected Oceanside’s diverse community. Teachers, students, administrators and community members contributed to every phase, making the curriculum a collective achievement. Our collaboration with organizations and academic institutions, such as Mira Costa College, enriched the course by integrating relevant resources and creating meaningful connections between students and the material.

3. Consensus In today’s polarized climate, achieving consensus is no small feat. The implementation process involved careful compromises to address the concerns of different community factions without diluting the core purpose of the curriculum. By staying grounded in our mission to empower students, we fostered an environment where all voices were acknowledged, building trust and reducing resistance.

4. Connection At the heart of ethnic studies is the connection students feel to their heritage, the histories of their peers and their community. Throughout the curriculum, we integrated reflections, activities, and discussions that encouraged students to see themselves in the content. Regular feedback sessions with students allowed us to refine lessons and ensure that the course remained relevant, impactful and inspiring.

Looking ahead: Sustaining and growing the program The journey toward understanding and equity through ethnic studies is ongoing. We recognize that this work requires continuous reflection and adaptation. We plan to expand professional development opportunities, further integrate student feedback, and explore ways to incorporate ethnic studies principles across other subject areas.

As more districts prepare to implement ethnic studies, we encourage districts to stay committed to its core values and engage its community in meaningful ways. Ethnic studies equips students not only with knowledge but also with the tools to navigate the future with a strong sense of identity and purpose.

By fostering a balance of pride and humility, the program prepares them to engage in meaningful dialogue, advocate for equity, and collaborate across cultural boundaries.

This approach ensures that students are not only proud of their heritage but also open to learning from others, fostering a more inclusive and empathetic society. In doing so, ethnic studies becomes a powerful vehicle for building a future where diversity is celebrated and equity is a shared goal.

Moving forward: The road to understanding and growth Developing an ethnic studies program is not a task with a definitive endpoint. Our journey has required and will continue to require constant reflection, assessment and adjustment to meet the evolving needs of our students and community. By nurturing pride in their heritage and empathy for others, ethnic studies is not just an academic subject; it’s a foundation for students to become engaged, informed citizens.

In implementing ethnic studies, OUSD has strived to honor the histories and experiences of all ethnicities within our community. This work requires resilience, passion and a commitment to celebrating diversity as an asset rather than a challenge. We are thankful to the OUSD students, teachers, leaders and community for engaging in this necessary and worthy work. As California’s ethnic studies mandate approaches, our hope is that other districts will find inspiration in OUSD’s journey and be encouraged to create curricula that foster pride, understanding, and unity in their own unique communities.

Richard Lawrence, Jr., Ed.D., is executive director, Curriculum & Instruction, in Oceanside Unified School District.