Suchergebnisse

While the United States wrestles with a college completion crisis, the Division of Institutional Research at San Francisco State University found a high correlation between Ethnic Studies curriculum and increased student retention and graduation rates. Majors and minors in the College of Ethnic Studies graduated within six years at rates up to 92%. Those who were neither majors nor minors in Ethnic Studies also boosted their graduation rates by up to 72% by taking just a few courses in Africana Studies, American Indian Studies, Asian American Studies, Latina/Latino Studies, or Race and Resistance Studies. Faculty in the College of Ethnic Studies demonstrated significant levels of high impact instruction in the National Survey of Student Engagement (NSSE) and senior exit surveys as compared with their colleagues across the university.

Beginnings of the Slovenian ethnic research in America go back to the first known Slovenian settler in the New World, Mark Anton Kapus (1657–1717), a Jesuit of Kamna Gorica, Slovenia, who was active as a missionary and explorer in what is now Mexico and Arizona, in the years between 1687 and 1717. Although writings by Kapus and his co-authors Kono and Mangus deal primarily with their early explorations of relatively unknown territories and Indian peoples, they supplement other preserved records and correspondence in providing a description of the life and work of this first known Slovenian settler in America.

This article offers insights into conceptual, pedagogical, and programmatic crossings and conflicts between the fields of Environmental Studies and Ethnic Studies. It highlights both the important intersections between the two fields and their potential value, while also addressing the challenges posed in the development of programmatic collaborations. Utilizing case studies drawn from the author's own experiences, the article's focus is on harnessing the strengths and limitations of both fields to promote transformative knowledge and action at multiple scales.

Jazz Díaz is an activist artist (artivist) who combines Art and Ethnic Studies. She describes her political consciousness and decolonizing process in navigating Western-centric art spaces. She highlights critical themes that her artwork addresses, and the essay includes examples of her work.

The authors provide a collective counter-narrative of the movement at California State University, Northridge (CSUN) to resist educational policies that have negative implications for students, particularly students of color, and threaten Ethnic Studies, Gender and Women's Studies, and Queer Studies. The authors contextualize the movement that erupted in the fall of 2017 at CSUN within the struggles of the 1960s to transform higher education by establishing Ethnic Studies. Drawing from Paulo Freire's critical pedagogy and Critical Race Theory in education, the authors maintain that, in its best iterations, Ethnic Studies is praxis that empowers communities to create transformative social change.

Following the publication of a 2022 special issue in the journal Mobilities, several of the contributing authors and editors gathered virtually on July 26, 2022. Drawing upon the work included w the collection called "Mobilizing Indigeneity and Race Within and Against Settler Colonialism," the participants discuss how they came to the subject of mobilities, how this concept impacts their work, and the ways it intersects with the fields of Ethnic Studies and Indigenous Studies. The special issue editors Carpio, Barraclough, and Barnd interview and facilitate the discussion between authors Vasquez Ruiz, Toomey, Katz, and Fraga. This article includes a reading list of scholarship used for the special issue on race, Indigeneity, and mobilities.

This essay considers the institutional status of Ethnic Studies in California's state university system by considering two seemingly unrelated developments: (1) the establishment of a minor in Critical Mixed Race Studies (CMRS) in the College of Ethnic Studies at San Francisco State University in 2019; and (2) the codification of Ethnic Studies as a graduation requirement for California State University system (Assembly Bill 1460) in 2020. While the minor in CMRS is a seemingly innocuous addition to the College of Ethnic Studies at SF State, this essay suggests its institutionalization serves as a heuristic for thinking through Ethnic Studies' broader institutional status in California. CMRS is constituted by a political history of identity-based claims for state recognition converging with auto-critical commitments to better engage in critiques of white supremacy and settler colonialism. I examine how this convergence is instructive for thinking about how Ethnic Studies' political commitments toward anti-racist, anti-colonial critique have recently become entangled with its official recognition through California's recent mandate of Ethnic Studies. This article argues that the CMRS minor at SF State and the Ethnic Studies mandate represents, at differing scales, the yoking together of Ethnic Studies practitioners' political and procedural desires, desires which advance California's ongoing capacity to incorporate the language of radical activism whilst disavowing the material realities of racial capitalism.

This policy brief describes the role of Ethnic Studies curriculum in high school settings, in light of legislative efforts through AB-331 to require Ethnic Studies as a statewide high school graduation requirement.

The author recounts his personal experiences of the 1969 Third World Strike at UC Berkeley as well as reflects on the importance of Chicano Studies and Ethnic Studies: its value to the students in these programs and to wider community. He also discusses the continuing struggle for support within the academy.