Petition to Integrate Ethnic Studies in Michigan’s K-12 School Curriculum

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We petition the Michigan state legislature, the Governor, and the Board of Education to develop and implement an inclusive Ethnic Studies curriculum in the State of Michigan’s K-12 schools. Ethnic Studies is absent in our schools, which does not align with the increasing racial and ethnic diversity in the state and across the country as well as the compelling research evidence showing the usefulness of ethnic studies courses for student performance, especially among minorities(1). The integration of Ethnic Studies into the curriculum however will benefit students of all groups and prepare young Americans to thrive in today’s diverse schools, communities, and workforce. Ethnic Studies will also help decrease the stereotypes and bias against racial and ethnic minority groups, including African Americans, Latina/os, Asian Americans and Pacific Islanders (AAPI), Arab and other Middle Eastern Americans, Jewish Americans, and Native Americans, and enhance cultural inclusiveness in K-12 settings. 

The United States population has rapidly diversified, with Asians and Latina/os leading demographic changes. In the past 20 years, these two racial/ethnic groups have grown 81% and 70% respectively(2). Michigan has a uniquely diversified population. About 14% and 0.5% of Michigan residents are African-Americans and Native Americans, respectively. Michigan also has the second-largest Arab American population in the country, following California. From 2000 to 2020, Arab American, Asian and Latina/o populations in the state increased by 92%, 84%, and 62% respectively. The population with two or more heritages also increased 37%. Each of these minority ethnic groups accounts for more than 2 percent of the total population(3). The state’s K-12 school curriculum, however, has not adapted to reflect this rapid shift in minority populations. 

The addition of an inclusive Ethnic Studies curriculum will emphasize education on the histories, cultures, living experiences, and other issues affecting minority groups today. Research on Ethnic Studies in schools demonstrates that it helps students develop positive self-identity, understand our country’s rich diversity and the impact of demographic changes (both locally and nationally), and recognize the contributions of various groups to the historical and ongoing development of the United States. It has been recognized that “rather than being divisive, ethnic studies helps students to bridge differences that already exist in experiences and perspectives”(4).

The absence of Ethnic Studies further inflames stereotypes, stigma, and bigotry, which aggravates deep-rooted racism towards minorities and damages the very foundations of democracy. In addition to the long-lasting racial discrimination experienced by various minority groups, today’s African-Americans still suffer the greatest overall disparity in various areas including education and criminal justice when compared to whites(5). The highest number of Antisemitism incidents was recorded in 2019 since 1979(6). Over the past five years, the rate of anti-Islam activities reached the highest among the past two decades(7). From 2019-2020, hate crimes and attacks against AAPIs have increased by 150%, under the background of a decreasing overall rate of hate crimes across the country(8). A growing amount of research shows that Asian students are more likely to suffer peer victimization and peer discrimination than other minority groups in K-12 setiings(9). While legislative efforts address some of these issues (e.g., the recently passed federal Stop Asian Hate Bill), the integration of an inclusive Ethnic Studies curriculum in K-12 schools is imperative for reducing prejudice and misconceptions that impede youth development and breed racial and ethnic tension and conflicts.

The importance of incorporating inclusive Ethnic Studies in the K-12 curriculum has been increasingly recognized across the country. Several states are taking action to incorporate Ethnic Studies into public school education. For example, California’s State Board of Education approved a model Ethnic Studies curriculum for schools in March 2021. In April 2018, Texas State Education Board approved their curriculum focusing on the Ethnic Studies of Mexican Americans. In April 2021, Illinois’ House of Representatives passed a bill to mandate the teaching of Asian American history in public schools. A similar bill (A7260A) is now in the assembly committee of the New York Senate. Most recently, Congresswoman Grace Meng (NY's 6th Congressional District) has filed the “Teaching Asian Pacific American History Act” (H.R.8519). As noted in the approved California Ethnic Studies Model Curriculum(10), Ethnic Studies broadly benefits all students. 

    We petition the Michigan state legislature, the Governor, and the Board of Education to:

1. Develop a strategic plan to integrate an inclusive Ethnic Studies curriculum in K-12 schools.
2. Establish an inclusive Ethnic Studies model curriculum for Michigan’s K-12 schools.
3. Provide resources to school districts and teacher preparation programs for the implementation of an inclusive Ethnic Studies model curriculum in Michigan’s K-12 schools.

Wayne State University Association of Chinese Faculty and Staff (WSU-ACFS)

Michigan State University Chinese Faculty Club (MSU-CFC)

University of Michigan Association of Chinese Professors (UM-ACP)

North American Chinese Coalition, Michigan (NACC-MI)

Michigan Alliance, Chinese American Organizations (MACAO)

Chinese Association of Greater Detroit (CAGD)

Michigan State University Asian Pacific American Studies Program

Michigan State University India Council Steering Committee

Michigan State University Japan Council

Dr. M. Isabel Ayala, Director of Chicano/Latino Studies, Michigan State University

Dr. Siddharth Chandra, Director of Asian Studies Center, Michigan State University

Dr. Salah D. Hassan, Director of Global Studies in the Arts & Humanities, MSU

Michigan State University China Council

Dragon Eagle TV - APIA News Network

Wayne State University Latinx Faculty and Staff Association (WSU-LFSA)

Wayne State University Black Faculty and Staff Association (WSU-BFSA)

Association of Chinese Americans (ACA)

Detroit Chinese Business Association (DCBA)

American Citizens for Justice (ACJ)

References:

(1) Example:

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

   Dee, T. S., & Penner, E. K. (2017). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum. American Educational Research Journal, 54(1), 127-166.

   Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

(2) https://www.census.gov/

(3) http://censusviewer.com/state/MI

(4) Christine Sleeter, The Academic and Social Value of Ethnic Studies A Research Review (Washington, D.C.: National Education Association, 2011), 16–19, https://files.eric.ed.gov/fulltext/ED521869.pdf (accessed February 22, 2021).

(5) William J. Sabol, Thaddeus L. Johnson, and Alexander Caccavale. Trends in Correctional Control by Race and Sex. December 2019.

(6) https://www.adl.org/audit2019

(7) https://www.newamerica.org/in-depth/anti-muslim-activity/

(8) Center for the Study of Hate and Extremism (CSUSB). FACT SHEET: Anti‐Asian Prejudice March 2020. Anti‐Asian Hate Crime Reported to Police in America’s Largest Cities: 2020.

(9) Examples:

Zhang, Y., Zhang, L., & Benton, F. (2021). Hate Crimes against Asian Americans. American Journal of Criminal Justice, 1-21.

Huynh, V. W., & Fuligni, A. J. (2010). Discrimination hurts: The academic, psychological, and physical well‐being of adolescents. Journal of Research on Adolescence, 20(4), 916-941.

Maffini, C. S. (2018). Campus safety experiences of Asian American and Asian international college students. Asian American Journal of Psychology, 9(2), 98.

Qin, D. B., Way, N., & Rana, M. (2008). The “model minority” and their discontent: Examining peer discrimination and harassment of Chinese American immigrant youth. New Directions for Child and Adolescent Development, 2008(121), 27-42.

Rivas-Drake, D., Hughes, D., & Way, N. (2008). A closer look at peer discrimination, ethnic identity, and psychological well-being among urban Chinese American sixth graders. Journal of Youth and Adolescence, 37(1), 12-21.

Fisher, C. B., Wallace, S. A., & Fenton, R. E. (2000). Discrimination distress during adolescence. Journal of Youth and Adolescence, 29(6), 679-695.

Cooc, N., & Gee, K. A. (2014). National trends in school victimization among Asian American adolescents. Journal of Adolescence, 37(6), 839-849.

(10) https://www.cde.ca.gov/ci/cr/cf/esmc.asp

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