Identity-focused classes: Experiments in cultural relevance

We speak with Dr. Emily Penner, who studied the impacts of two programs in which students delved into their respective races, ethnicities, and communities. San Francisco’s was designed for academically-struggling students of a range of ethnicities. Oakland’s was designed for young Black men across academic achievement levels, as part of the district’s  “targeted universalism” approach. The results, in both cases, were dramatic.  Overview 00:00-00:30 Intros 00:30-01:32 San Francisco ethnic studies curriculum 01:32-03:01 Student selection 03:01-03:41 Students’ ethnicities and classrooms’ composition 03:41-04:19 Student voice and reflection 04:19-05:02 “Critical pedagogy” 05:02-12:40 Effects on student attendance and achievement 12:40-15:11 Teachers exercising their professional judgment 15:11-15:18 Professional development 15:18-18:01 Differentiating between impact of “great teachers” and the curriculum 18:01-19:49 “High fidelity context” 19:49-23:48 Oakland’s African American Male Achievement program 23:48-25:27 Targeted Universalism & working with a range of  groups of students 25:27-28:57 Outcomes and effects 28:57-29:21 Spillover effect on young Black women 29:21-30:24 Avoiding deficient orientation 30:24-31:42 Relationship to My Brother’s Keeper 31:42-35:19 Developments in ethnic studies in California 35:19-37:15 Qualitative resources about Oakland program 37:15-38:45

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