Ethnic Studies Summit at Sac State

Last weekend, leaders in Ethnic Studies and Teacher Education across the CSU system, as well as teachers and parents came together to engage in conversation around pressing issues in the field, ranging from challenges in the teacher credentialing process to legislative solutions.

The event was sponsored by CFA, California Alliance of Researchers for Equity in Education (CARE-ED), and Sacramento State Comprometidos and hosted by Sac State CFA Chapter.

The day was focused on three topics in a panel discussion format:

• What are the challenges that Ethnic Studies expert practitioners face implementing in K-12?
• Liberatory Ethnic Studies Pathway to Teaching Ethnic Studies
• Teacher Education: Challenges & Promises

The group’s ambition is impressive, simultaneously advocating for the appropriate and responsive implementation of Ethnic Studies curriculum throughout California’s hundreds of school districts, training generations of CSU taught educators and advocating for improved pathways to become an Ethnic Studies teacher.

Due to the landmark success of the passage of Assembly Bill 2016, the grade school-level Ethnic Studies law, there is an increasing demand for educators with an Ethnic Studies background  and that means that many are entering the discipline at a rapid pace. Many participants at the summit expressed concern that the newly interested have no community ties or an understanding of the transformative ethos of Ethnic Studies.

Attendees note that nonprofits are suddenly offering “Ethnic Studies training.” In districts like LA Unified, participants expressed fears that executives are using leadership teams to roll out a whitewashed version of the Ethnic Studies curriculum.

Since every district is responsible for its implementation, the strategies and responses have been shifting and complex. Those that have made progress mentioned that it is essential to identify who is responsible for Ethnic Studies implementation and to keep track of who they are hiring for teacher training. Furthermore, in some counties like Humboldt, ethnic studies analysts are being hired to support implementation. There was also discussion of the local and national forces attempting to co-op or stall the implementation of Ethnic Studies. There was also urgent recognition to track how districts are spending AB 2016 monies.

One major challenge facing the implementation of AB 2016 is the current lack of an Ethnic Studies credential. What many were finding is that Ethnic Studies majors have a hard time becoming ethnic studies teachers. An English or History teacher can teach Ethnic Studies but not necessarily the Ethnic Studies major. Another challenge to credentialing is the California Basic Educational Skills Test, better known as CBEST. Two CFA-sponsored bills are addressing these issues.

• AB 1255, authored by Assemblymember Wendy Carrillo, would require the Commission on Teacher Credentialing (CTC) to convene a statewide Task Force beginning March 2024 comprised of the major stakeholder groups to develop recommendations for the creation of an Ethnic Studies credential for K-12 teachers.

• AB 672, authored by Assemblymember Dr. Corey A. Jackson, would require the Commission on Teacher Credentialing to convene a Teacher Credentialing Task Force by March 1, 2024, comprised of teacher educators from each segment of the higher education system, students in teacher credentialing programs, organizations representing university faculty, teachers and administrators to examine the current teacher credentialing process, including the California Subject Examination for Teachers (CSET), and CBEST, and their associated costs, have on the current teacher shortage and the lack of diversity in the teaching workforce.