In her seminal essay, Professor Rudine Sims Bishop utilizes powerful metaphors to critique the inequalities that obstruct American education. She explains that schools should not only offer students a “mirror” that accurately reflects their experiences but also a “window” that reveals the multicultural nature of society.
A course that epitomizes this metaphor is Advanced Placement (AP) African American Studies, a class in development by the College Board. This trailblazing course will present African American students with a “mirror” to see their rich history reflected in school and provide others with a “window” through which they can view African Americans’ vital contributions and experiences.
However, AP African American Studies is facing formidable obstacles: Florida Governor Ron DeSantis blocked its administration at high schools, claiming that the class “indoctrinates” students with a left-wing ideology under the guise of teaching about African American history. This discriminatory decision is an undeniable obstacle to achieving an equitable education system.
The claim that a single class will brainwash students into adopting a liberal ideology is untrue. Dr. Christopher Tinson, chair of the African American Studies department at Saint Louis University, states, “There’s nothing particularly ideological about the course except that we value the experiences of African people in the United States.” Denying students the opportunity to take fact-based courses such as AP African American Studies will create a generation of uninformed voters that lack an essential piece in the puzzle of American history.
Those who oppose AP African American Studies must recognize that understanding all aspects of history is critical to creating a future free of discrimination and bias. In the Harvard Gazette, acclaimed historian Donald Yacovone explains, “We’re not teaching students the true American history because African American history is American history.” Studying African American history will help students understand the roots of current conflicts because contemporary political and social issues are not recent developments but rather unsettled issues from the past.
African Americans are not the only group negatively impacted by the ostracism of numerous cultures from Western education. University of Wisconsin freshman Mia Lee noted the exclusion of Chinese history from social studies courses. The list of these omissions from classes is endless: Western society stereotypes Indians, lessons on Hispanic culture are virtually nonexistent, and schools sideline the intricacies of Native American history. Should the diversity of American communities not call for more representation in school curriculums?
Additionally, enrollment in ethnic studies courses has profound benefits for students. A Stanford Graduate School of Education study found that “attendance for those encouraged to enroll in these classes increased by 21 percentage points, GPA by 1.4 grade points and credits earned by 23.” This research provided some of the first credible evidence on the positive academic effects of culturally relevant pedagogy, demonstrating the need for more courses that allow students to maintain their cultural identities while developing the ability to interact respectfully with all people.
The evident advantages of having a diverse education should provide sufficient grounds for implementing classes such as AP African American Studies. Schools should teach history with a multifaceted approach and discard outdated curriculums; a distorted image of the past fails to teach students how to act in the present and future. Studying the diversity of human experiences enhances one’s appreciation for the ideas and traditions of others, highlighting that intercultural similarities exist in a world where individuals solely look for differences. The first step in the long path to achieving this equitable education system is to embrace courses such as AP African American Studies.
Written by Riya Khatri of Sherwood High School
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