Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Dr. Enrique Murillo

Abstract

As Ethnic Studies becomes a graduation requirement across all public schools in California, the importance of Ethnic Studies professional development cannot be understated. This is a tumultuous time in our world today. Multiple world conflicts are happening today, and many governments are facing challenges to their very existence. Ethnic Studies programs and classes challenge dominant narratives and close the opportunity gaps for historically marginalized communities.

This study examines the impact of Ethnic Studies (ES) professional development on student achievement within California’s public high schools, where ES has been mandated as a graduation requirement through Assembly Bill 101. The research emphasizes the transformative potential of ES to address systemic inequities, promote cultural understanding, and enhance educational outcomes for marginalized students. A quantitative approach was utilized, analyzing data from three high schools in Southern California over four academic years (2019–2023). The study focused on comparing student outcomes between those taught by ES teachers who received professional development and those who did not.

Findings revealed a significant positive correlation between ES teacher training and student performance. Students of trained ES teachers achieved higher grade point averages, reduced failure rates, and increased attainment of grades B or above compared to their peers taught by untrained ES teachers. Demographic analyses highlighted that socioeconomically disadvantaged students benefitted the most from trained ES teachers, while the impact on English Language Learners and Special Education students was more moderate. Additionally, experienced teachers (5+ years) showed greater efficacy in leveraging ES training to improve student outcomes than less experienced educators.

The study underscores the importance of robust, culturally responsive, and interdisciplinary ES professional development in fostering teacher efficacy and achieving equity in education. Policy recommendations include institutionalizing comprehensive ES training, aligning district-level initiatives with state mandates, and prioritizing resource allocation, such as the Local Control Accountability Program (LCAP), to sustain ES programs. This research contributes valuable insights into Ethnic Studies, providing a data-driven foundation for advancing social justice and addressing educational opportunity gaps. Future research should explore the long-term effects of ES training, its broader applicability across diverse contexts, and the lived experiences of students and teachers engaged in ES programs and professional development.

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