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A Life Story of Ethnic Studies Through the Eyes of Scholars in the Field

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A Life Story of Ethnic Studies Through the Eyes of Scholars in the Field A Life Story of Ethnic Studies through the Eyes of Scholars in the Field by Joy Anderson A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved July 2016 by the Graduate Supervisory Committee: Beth Blue Swadener, Co-Chair Teresa L. McCarty, Co-Chair Kimberly A. Scott ARIZONA STATE UNIVERSITY August 2016 ABSTRACT This study sought to create a holistic picture of Ethnic Studies as it relates to education through the voices and experiences of scholars who bridge Ethnic Studies and education. It examines Ethnic Studies through the conceptual lens of Safety Zone Theory (Lomawaima & McCarty, 2006). At the heart of Safety Zone Theory (SZT) is the concept that historically the U.S. federal government (and to an extent society as a result of this governmental framing) has designated certain elements of minority cultures as “safe” and other elements as “divisive.” SZT was originally applied to examine federal Indian education policy in the U.S. In this study, I expand that application to other minority and immigrant cultures within the United States. This research is significant because despite the minority population growth in the United States public school curricula typically only make reference to such groups and their histories a minimal side note (Loewen, 2007; U.S. Census, 2013; Zinn, 2003). For example, in 2010 the Arizona state legislature declared Ethnic Studies illegal on the grounds that it allegedly promotes “anti-American sentiments" (A.R.S. §15–112). Using Seidman’s (2013) three-part interview protocol, leading figures in the field of Ethnic Studies as it relates to education were interviewed to gain their perspectives on the “life story” of this field. Again following Seidman’s (2013) protocol, narrative profiles were crafted for each participant. The profiles were analyzed individually for emerging themes; this was followed by a cross-case analysis. This multilevel qualitative analysis yielded a larger narrative of Ethnic Studies that helps us to understand its past and envision its future. My hope is that this research impacts future policy on Ethnic Studies and current curricula, particularly in states and school districts making decisions i on the importance and need of Ethnic Studies as a part of the curriculum. Also, the research can aid preservice teachers and principals in learning to see the fullness of their students, the places they come from, and the value and funds of knowledge that they bring to the classroom. I also hope that this is the beginning of more studies on the impact of individual stories and the stories as a collective in regards to race and ethnicity. Demographics within the United States are changing at a rapid pace, and school is children’s introduction to society. As a mini-society/community, there is a responsibility to model what they are going step into in real life. ii DEDICATION I dedicate this dissertation to my parents, Anthony and Cynthia Anderson. Thank you for all your support as I went through this process. Also, I would like to thank my friends and family who supported throughout the process from beginning to end. iii ACKNOWLEDGMENTS Thank you to my committee, Dr. Beth Swadener, Dr. Terri McCarty, and Dr. Kimberly Scott. Thank you for all your support through reading many drafts and guiding me as I went along the dissertation process. I would also like to thank the different professors who have inspired me over my graduate school career both at Arizona State University and Florida Atlantic University, Dr. Tom Barone, Dr. Gustavo Fischman, and Dr. Angela Rhone. Also, I would like to thank my participants: Dr. Antonia Darder, Dr. Patricia Halagao, Dr. Juan Mendoza, Dr. K. Tsianina Lomawaima, Dr. Sonia Nieto, and Dr. Christine Sleeter. Thank you for taking a chance with someone you either only met once at AERA and through “cold-call” emails. You gave me invaluable insight into Ethnic Studies. I would also like to thank Mr. Keith Bolton, my 10th grade African American History teacher. Thank you for helping me to realize my story counted and had value to the larger sociocultural society, and that I was not alone in my own life experiences. Finally, I would like to thank the multiple Writing Groups I’ve been a part of over the years. Specifically, thank you Tiffany Williams and Tiffany Harvey for listening, editing, and just being a support in all the different stages of the dissertation. Thank you Margo Kim for all your encouragement as we both were going through this overly stressful and challenging process. Thank you Kristen Foht for your editing expertise! iv TABLE OF CONTENTS Page CHAPTER LIST OF TABLES .............................................................................................................. xi LIST OF FIGURES ............................................................................................. .............. xii 1 INTRODUCTION .................................................................................................1 Background And Statement Of Purpose .......................................................1 Statement Of The Problem ...........................................................................4 U.S. Demographics ...................................................................................4 The Case Of Arizona: A.R.S. §15–112 .....................................................9 Los Angeles Unified School District And Ethnic Studies ......................11 Ethnic Studies Within The Common Core..............................................11 Research Questions.....................................................................................12 Conceptual Framework...............................................................................13 Study Context And Methodology ...............................................................15 Summary, Synthesis, And Significance ......................................................17 Organization Of The Dissertation ...............................................................17 2 REVIEW OF LITERATURE AND CONCEPTUAL FRAMEWORK ...............20 Race And Ethnicity.....................................................................................20 Schools Of Thought On Race And Ethnicity ..........................................22 Ethnic Studies And Multicultural Education...............................................26 History Of Ethnic Studies .......................................................................27 v CHAPTER Page Branches Of Ethnic Studies ....................................................................30 Black Studies/ African American Studies .............................................30 Chicano Studies (Mexican American Studies) ......................................32 American Indian/ Native American Studies/ Indigenous Studies ..........33 Asian American Studies........................................................................36 White Or Whiteness Studies .................................................................36 Current Issues And Trends In Education Regarding Ethnic Studies .........38 Gaps In The Literature ...............................................................................40 Conceptual Framework ..............................................................................42 3 DESIGN AND METHODOLOGY......................................................................47 Purpose Of Study And Research Questions ................................................47 Participants .................................................................................................48 Methods ......................................................................................................51 Pilot Interview ............................................................................................58 Parameters Of Study ..................................................................................59 Assumptions...............................................................................................61 4 WITHIN-CASE ANALYSIS: LIFE STORIES OF ETHNIC STUDIES FOUNDERS AND SCHOLARS ................................................................................64 Antonia Darder ...........................................................................................66 Experience And Development In The Field ...........................................66 Implementation Of Ethnic Studies .........................................................68 vi CHAPTER Page Future Of Ethnic Studies........................................................................70 Perspectives On Policy ..........................................................................70 Conclusion—Reflections On Ethnic Studies..........................................71 Patricia Halagao..........................................................................................72 Experience And Development In The Field ...........................................72 Implementation Of Ethnic Studies .........................................................75 Future Of Ethnic Studies........................................................................77 Perspectives On Policy ..........................................................................79 Conclusion—Reflections On Ethnic Studies..........................................79 K. Tsia nina Lomawaima ............................................................................80 Experience And Development In The Field ...........................................80
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