2026/05/29 by M. Keith Claybrook · 1 voice
Social Sciences · #African studies and sociopolitical issues #Colonialism, slavery, and trade #Global Maritime and Colonial Histories
paper · doi:10.65724/dtnh8740
openalex publication_date 2026/05/29 · openalex created_date 2026/05/30 · openalex updated_date 2026/07/26
As the United States has become increasingly multi-racial, multi-ethnic, and multi-cultural in the latter part of the twentieth century and into the twenty-first, Ethnic Studies programs, departments, and colleges are now more than ever needed and necessary to provide culturally grounded and group-centered education. Christine Sleeter asserts, “there is considerable research evidence that well- designed and well-taught ethnic studies curricula have positive academic and social outcomes for students”[1] for all students. In addition, Ethnic Studies provides students with hard and soft skills making them increasingly marketable and well-prepared for post-baccalaureate studies and the workforce.[2] With the hard and relentless work of a statewide coalition of committed students, faculty, community members, clergy, and elected officials, the California State University (CSU) system once again makes its historic contribution to all current and future students of the CSU system. That is, the Department of Africana Studies at Long Beach State (aka CSU, Long Beach and Cal State Long Beach, CSU Puvunga) was the initial catalyst and a critical driving force behind the struggle for Assembly Bill (AB) 1460 which established Ethnic Studies as a legal requirement for all graduates of the CSU.