Teaching race in higher education is extremely important if we want to make a change for the next generation. Having ethnic studies in college and universities across the country isn’t only important for the students, but important and impactful for everyone.
There are several reasons why ethnic studies is important. Not only does it examine the role played by race, ethnicity, class, gender and sexual orientation in American societies, but it provides a critical lens to examine what is happening right now and why. It allows us to take an honest look at our past to build towards a better future. Ethnic studies prepares college students to enter a dynamic future. The skills learned in these classes will help them prepare to enter a workplace that is more diverse than ever, and where issues of race and gender are relevant. Ethnic studies is also an agent of change. Knowledge of the vast diversity in our society is empowering for students, especially students of color. Ethnic studies prepares students for a life of commitment justice and speaking for those who have been denied a voice.
In the podcast episode of NPR's Code Switch The Long, Bloody Strike for Ethnic Studies, they remember the origin of ethnic studies in higher education. Over fifty years ago, students at San Francisco State embarked on a campus strike that lasted five months. It was and still is, longest student strike in U.S. history. The suspension of English instructor George Mason Murray on November 1, 1968, was the catalyst for five months of confrontation and tension. George Murray was a graduate student in English and had been hired to teach special introductory English classes for minority students admitted to the college under a special program. The first Third World Liberation Front (TWLF) was formed between the Black Student Union and other student groups at San Francisco State University to create and establish Ethnic Studies and other identity studies as majors at SF State and universities across the United States. Led by the Black Student Union and Third World Liberation Front, the strike was a high point of student struggle in the revolutionary year of 1968. Students felt that:
"Education from kindergarten to college under the authority of the white community failed to focus on subject matter that was germane to the life experiences of the people in the minority community."
Police brutality was a common sight throughout the strike. Negative and violent interactions between police and students lead the campus to close for a week. On January 6, 1969, acting President Hayakawa ordered that there shall be no more gatherings at the center of campus. Yet, two days later, campus students continued to strike on campus. Despite many judicial actions to order students to disband, striking continued. On February 29, it was decided that George Murray, along with the Black Studies Department Chair, would not be rehired, further perpetuating the desire to strike. After another month of violence and striking, on March 20, 1969, the TWLF, BSU, and members of the selection committee of San Francisco State College came to an agreement, ending the strike the following day. The fearless efforts of the students at SF State made it possible for Ethnic studies to be available on hundreds of campuses across the nation.
When higher education institutions become more aware they can allow their campuses to become more equitable and just. So what can colleges and universities do to make their campus environment more equitable and just? For starters campuses across the nation should modernize curriculum so it becomes more inclusive. This is not only an important step towards becoming anti-racist, but also increases student engagement, retention, graduation rates, as well as overall satisfaction and well-being. Diversifying student body and staff is important to make sure there are programs in place aimed at supporting students from diverse backgrounds. It is equally important to take steps towards hiring staff from different racial ethnic backgrounds as well. Universities and Colleges should also ensure that application forms for university jobs should not reflect cultural bias, and should ask for relevant skills and experiences instead of racial background. It is also incredibly important for colleges and universities to take action. When a racist incident happens on campus, universities and colleges must step up and take quick action to combat racism among students. Having campus wide inclusive workshops, discussion groups, and mentoring programs for underrepresented groups are also great ways to foster a more inclusive and anti-racist culture on campuses across the country.
As of recently, California has been fighting to make ethnic studies a reality for the California State University (CSU) system. Currently, Assembly Bill 1460 mandates that ethnic studies be a California State University graduation requirement. This law requires that trustees adopt rules and regulations consistent with the laws of this state, their appointees and employees, and the California State University. The policy also prohibits CSUs from increasing their required number of units to graduate. The bill will affect students graduating in the 2024-2025 academic school year and beyond. As of August 17, 2020, the bill was passed and signed by Governor Gavin Newsom. This is an exciting step for the future of ethnic studies in higher education!
In the future, as colleges and universities continue to reform, here are some goals they should keep in mind to maximize effectiveness:
1. Be committed to reinstating civil rights, restorative justice, dignity, and respect to the communities that have been the targets of systemic racism.
2. Reforms must be holistic, recognizing that racism is a pervasive system. Efforts should be cohesive, not haphazard.
3. Reforms should be participatory, enabling BIPOC communities and civil rights organizations shared decision making with institutions.
4. Reforms should be intersectional, acknowledging the great diversity among BIPOC communities.
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