Ethnic studies increases longer-run academic engagement and attainment

被引:49
作者
Bonilla, Sade [1 ]
Dee, Thomas S. [2 ,3 ]
Penner, Emily K. [4 ]
机构
[1] Univ Massachusetts, Coll Educ, Ctr Student Success Res, Amherst, MA 01003 USA
[2] Stanford Univ, Grad Sch Educ, Stanford, CA 94305 USA
[3] Natl Bur Econ Res, Res Associate, Cambridge, MA 02138 USA
[4] Univ Calif Irvine, Sch Educ, Irvine, CA 92697 USA
关键词
ethnic studies; anti-racist education; high school graduation; EMANCIPATORY INTERVENTION; EDUCATIONAL-ATTAINMENT; AMERICAN; ACHIEVEMENT; STUDENTS; IDENTIFICATION; IDENTITY; PEDAGOGY; IMPACTS;
D O I
10.1073/pnas.2026386118
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic studies (ES) courses in US public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this preregistered regressiondiscontinuity study, we examine the longer-run impact of a grade 9 ES course offered in the San Francisco Unified School District. Our key confirmatory finding is that assignment to this course significantly increased the probability of high school graduation among students near the grade 8 2.0 grade point average (GPA) threshold used for assigning students to the course. Our exploratory analyses also indicate that assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.
引用
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页数:10
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