UH conference showcases benefits of ethnic studies
Genesis Ramirez, a junior at Cesar Chavez High School, wasn’t interested in studying history until she took a class in Mexican American Studies. She had been put off in part by the portrayal of Mexicans as “the bad guys” in Texas history books, she said.
Once she started learning about Mexican-American history and culture this year, her perspective changed. She especially responded to learning about the Bracero Program, a farm labor agreement between the U.S. and Mexico. Her mother told Ramirez that her relatives participated in the program.
“I felt so good knowing that my family was a part of American history,” Ramirez said. “I’m finally looking forward to studying history.”
She shared her experience with local educators at a conference Saturday hosted by the University of Houston’s Center for Mexican American Studies. The conference, which started Friday, aimed to showcase the benefits of ethnic studies and explore how best to integrate them into Texas public schools, said Lorenzo Cano, the center’s associate director.
The issue of ethnic studies prompted controversy recently when a textbook called “Mexican American Heritage” was proposed to be taught in Texas public schools. Critics said the book contained errors, omissions and insulting depictions of MexicanAmericans. State education officials ultimately voted not to use it.
Yet the lack of sufficient texts written for and by members of ethnic communities continues to be an issue across the nation, said Angela Valenzuela, director of the National Latino Education Research and Policy Project. Valenzuela, a keynote speaker at Saturday’s gathering, urged a focus on how educators, government and business can support schools that want to develop more ethnic studies offerings.
“You do not need to start a charter school,” Valenzuela said. “We need to have ownership over our public education.”
Conference attendees walked away with a sampling of available online materials they can introduce in their classrooms, as well as guidance on how to approach school administrators to increase support for Mexican-American studies.
Local high school students shared personal accounts of feeling empowered by taking Mexican-American studies courses. And researchers including Thomas Dee, a Stanford University professor, shared findings that show such coursework improved students’ grade point averages by at least 14 points compared to peers.
Students’ interest and academic performance improve if they see themselves and their culture in the classroom, said Julio Cammarota, an associate professor of education at Iowa State University. Mexican American and other ethnic studies are an effective way to achieve this, Cammarota said.
“We want to elevate the critical consciousness of young people,” Cammarota said.