Building Ethnic Studies Curriculum in California High Schools
Coe Summer Workshop 2025 -- Summary Report
“Building Ethnic Studies Curriculum in California High Schools”
Co-sponsors: Department of History and Stanford Teacher Education Program
Overview
The Department of History and Stanford Teacher Education Program (STEP) co-sponsored the Coe Summer Workshop in July 2025. Seventy-two San Francisco Bay Area high school social studies/history/ethnic studies teachers submitted applications for participation in the five day-workshop (July 14-18) focused on the topic of “Building Ethnic Studies Curriculum in California Schools.” Teachers with at least the equivalent of three years of experience teaching ethnic studies-related courses were invited to apply. The workshop organizers selected twelve participants, including teachers from large public high schools as well as from small charter schools (one participant taught at a private school).
The workshop was convened by Al Camarillo (Professor of History, Emeritus) in collaboration with STEP colleagues Jeff Camarillo (Associate Director of Secondary Education), and workshop co-coordinators Irene Castillon (Secondary Clinical Associate) and Julie Yick-Kopple (STEP alumnus and Mountain View High School ethnic studies teacher).
Goals and Objectives
The intent of the workshop was to bring together a group of experienced teachers to share pedagogical approaches, instructional strategies, and resource materials based on the courses they have offered at their respective schools. In addition, the workshop sought to provide a forum for discussion of ethnic studies curriculum development and implementation within the context of California’s new state mandate to require a semester-long course in ethnic studies as part of state graduation requirements (beginning in 2030). Lastly, the workshop was organized as a forum to allow teachers to cultivate professional and intellectual community among themselves and to strengthen leadership skills within the ranks of ethnic studies educators.
As part of a broader STEP initiative to promote ethnic studies teaching, the workshop provided organizers with an excellent vantage point to assess the status of ethnic studies curriculum in many Bay Area high schools and to help forge plans for teacher professional development programs in the years ahead.
Structure and Content
Workshop participants were asked to present their “curricular journeys” as ethnic studies educators as a way to elaborate themes of curriculum development, content, and resource building. Participants also shared personal stories and professional experiences --both positive and negative-- as they navigated school district policies and campus environments in teaching ethnic studies courses. Teachers also shared specific lesson plans and course outlines with their fellow participants as part of workshop activities.
A highlight for the participants was exposure to several Stanford faculty and other speakers who were invited as guests to the workshop. Professor Mike Hines (Graduate School of Education) spoke to the group about his research on Black educational leaders and Mike Wilcox (Program in Comparative Studies in Race and Ethnicity) discussed topics central to teaching Native American studies. Al Camarillo and Connie Young (Asian American public historian) discussed with workshop teachers ways to include local history topics into ethnic studies courses.
Participant Feedback and Assessment
At the close of each day, workshop participants were asked to engage in a “closing circle/feedback” discussion with organizers. This feedback allowed workshop staff to modify certain planned activities (e.g., allocate more time to “curricular journeys” discussions) and, more importantly, to understand more fully the impact the workshop had on the thinking and planning of teachers as they prepared their ethnic studies courses for 2025-26.
After the close of the workshop, participants were asked to respond online to the following questions: 1) How was the workshop experience for you overall? 2) What were some of the most positive aspects of the week? Why were these elements positive or helpful? 3) What are some constructive suggestions you have about the workshop? What could be improved?
The responses to the first question were overwhelmingly positive as captured in the following comments from several participants.
“This was one of the best professional development [workshops] for Ethnic Studies I have ever attended – truly soul-filling and deeply affirming. In fact, it was one of the best professional experiences I have had, period!
“This has been an absolutely amazing workshop for me. The way things were presented and the very fluid teacher/learner dynamics made this one for the books.”
“It was excellent getting to know and work with other ES teachers across the Bay Area. Hearing and learning from each other’s successes and challenges provided me with opportunities that I otherwise would not have access to.”
“It was great to hear from veteran Ethnic Studies teachers who are implementing community engaged projects in their classrooms. I also left with lots of resources, which was really practical.”
A participant succinctly concluded what others expressed: “Reflective and inspiring.”
The second question regarding the most positive aspects of the workshop were summed up well by one of the participants: “The opportunity to share curriculum and engage in real conversations about the true work of Ethnic Studies was incredibly valuable…. The sharing of our Ethnic Studies journeys also provided me with the chance to do my own identity work and reconnect to my purpose as an educator.”