Do you ever read Kevin Lewis’s Sunday Globe column, “Uncommon Knowledge”? He covers new research in the social sciences. Thanks to him, I learned about this study on helping minority boys get engaged in education.
“A disproportionate number of students struggling academically are minorities, ” he writes. “Can we do better?
“In what they claim is the first credible study of the effect of an ethnically grounded education, researchers at Stanford analyzed the effect of a ninth-grade course offered in several San Francisco public schools covering ‘themes of social justice, discrimination, stereotypes, and social movements from US history spanning the late 18th century until the 1970s’ and requiring students ‘to design and implement service-learning projects based on their study of their local community.’…
“The researchers found that taking the course ‘increased attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23 credits (or roughly four courses).’ They call the results ‘surprisingly large effects,’ which were concentrated among boys.”
The paper, by Thomas S. Dee, and Emily Penner, is The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum.” It was posted at the National Bureau of Economic Research in January.
Photo: Stanford University
Teacher David Ko instructs an ethnic studies class at Washington High School in San Francisco. A Stanford study found students benefit from such courses. Here, Ko is explaining an assignment about the role of advertising in reinforcing cultural stereotypes.