Date of Award

4-21-2026

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Kenzo Sung

Second Advisor

Erica Boas

Third Advisor

Kyo Yamashiro

Abstract

This study explores ethnic studies teachers’ perceptions of implementing ethnic studies as a required course in California. This study used both critical pedagogy (Freire , 1970) and pedagogical content knowledge (PCK; Shulman, 1986) as theoretical frameworks. Through interviews with thirteen ethnic studies teachers across California, this research uncovered the pedagogical demands, implementation challenges, and transformative potential of ethnic studies education. The findings illuminated a fundamental tension between ethnic studies’ community-centered nature and pressures toward standardization. Teachers emphasized that ethnic studies had to be rooted in community, describing powerful outcomes when the curriculum reflected students’ identities, local histories, and lived experiences. This study documented implementation realities as California becomes the first state to require ethnic studies for graduation. The research revealed a significant gap between policy aspirations and implementation conditions. The findings called for addressing teacher preparation and institutional support structures to support educators.

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