Ethnic Studies Controversy Sparks Debate in San Francisco Schools

The Rise and Controversy of Ethnic Studies in San Francisco Schools

In June 2020, a significant student-led protest emerged following the murder of George Floyd. This movement was later praised by Nikhil Laud, a coordinator of the ethnic studies program at San Francisco Unified School District (SFUSD). Laud emphasized the importance of showing students that young people have historically been central to social movements. He expressed hope that this would empower students to create positive change in their communities.

At that time, SFUSD was accelerating its efforts to introduce more racial awareness programs. School district leaders participated in intensive training sessions to better understand and implement these initiatives. According to Kirstin Bijur, former executive director of Leadership Development for the district, every leader was expected to lead at least three conversations about race with their staff—a new expectation for the district.

In March 2021, the school board made a bold decision to require all high school students to take an ethnic studies course starting in 2024. The goal was to set an example for other school districts across the country. Laura Espino, a high school teacher, noted that this course would allow students to explore ideas introduced in other subjects more deeply.

However, not everyone supported this move. Some parents raised concerns that the curriculum had shifted from teaching racial awareness to promoting a political agenda. Shortly after taking office, Superintendent Maria Su began receiving complaints from the school community. She revealed that some materials used in the ethnic studies program did not align with the curriculum itself. Teachers were reportedly adding extra context to lessons, which led to problematic content being shared with students.

One particular issue involved the use of images depicting Jewish stereotypes, such as a man with a large nose, without any positive representations of Jews. Another incident involved a teacher at Washington High School displaying a "Free Palestine" poster in her classroom. These materials, according to parent Viviane Safrin, taught students to see themselves as either oppressors or victims, leading to negative behaviors among students.

Safrin also mentioned that many parents were hesitant to speak out due to fear of being labeled intolerant. Despite these concerns, Attorney General Rob Bonta issued a legal alert regarding the rise in antisemitism and Islamophobia, urging schools to present factual and unbiased information.

Lainie Motamedi, a newly appointed school board commissioner, revealed that she was never provided with details about the ethnic studies program. She stated that neither the superintendent nor anyone else in the district gave her any information about what the program entailed or when it would be implemented.

The controversy surrounding ethnic studies programs reached the state legislature. State Senator Scott Wiener criticized the curriculum for teaching students to demonize Jews and label them as violent, colonial invaders. In response, the legislature unanimously passed a law ensuring that curricula and textbooks are free from antisemitism and hold school districts accountable.

Some parents, however, argued that making ethnic studies mandatory limits elective options. Scot Gensler, a parent, explained that many colleges require four years of a language, leaving students with only one elective choice. For his son, this meant choosing between a language class and study skills.

Lucy Ho, another parent, shared similar concerns. Her daughter, who has special needs, was required to take study skills instead of continuing her Japanese classes. Ho feared retaliation for speaking out, as some parents had called her a "racist."

Despite these criticisms, some teachers and families defended the program, noting its popularity among students. To address the concerns, Dr. Su announced a new pilot program for ethnic studies, scheduled to be tested over the next six to eight months. While some parents welcomed the initiative, others expressed concern about experimenting with students' education.

Dr. Su assured the community that the new curriculum would be aligned with state standards and board policies. She emphasized the importance of ethnic studies in today's polarized climate and promised greater oversight. If approved, the revised curriculum would be in place for the following school year.