By Assembly Bill 1460, enacted in August 2020, marks a significant milestone in California’s commitment to fostering diversity and inclusion within higher education.
The legislation mandates that all California State University campuses offer ethnic studies courses as a graduation requirement for the 2024-2025 academic year.
Long Beach State’s General Education Area F allows students to engage with topics such as racism, gender and culture.
However, concerns remain about the depth of these courses and the continued relevance of ethnic studies departments and their educational purposes.
Rigoberto Rodriguez, department chair for Chicano and Latino Studies, highlighted how the ethnic studies curriculum provides a new point of view.
“Our curricula provide students with an education that goes beyond a Eurocentric view of the world,” Rodriguez said. “Our engaged scholarship also actively contributes to a more inclusive and just society for all.”
Rodriguez also shared plans for the department, as ethnic studies extends beyond only a course.
“We are building a master’s degree in comparative race and ethnic studies. We have more faculty that now teach pretty much all first-year students, so that’s a clear example of how we have influenced the shape of the Long Beach State curriculum but also the whole CSU system,” Rodriguez said.
The value of ethnic studies is evident given that Long Beach State already requires the course and how it is acknowledged as a resource for learning from different cultural backgrounds.
California high schools have also embraced ethnic studies as a key component of their curriculum. According to the California Department of Education, courses like ethnic studies create a more positive connection for students toward their education.
The College of Professional and Continuing Education advances high school students to earn college credit at Long Beach State for ethnic studies courses.
JD Archibald, who has run the program since 2017, discussed his role and the evolution of ethnic studies in today’s academic climate.
“Being able to work on this program, their registration and orientation side to make sure we get as many students as possible to take these classes is important [to me],” Archibald said.
When asked about trends in enrollment, Archibald noted an increase over time.
“I don’t think there’s been a huge shift in enrollments,” Archibald said. “There would’ve been one before and after 2016, given what happened politically.”
Early implementation of the program equips students with critical thinking skills and firsthand experience in diverse cultural environments.
Isabella Torres Ortega, a third-year anthropology and religious studies double major, gave her thoughts on the ethnic studies department.
“I think it added a lot in terms of American Indian races as my teacher was of that background, and she talked about that topic a lot,” Torres Ortega said.
Professors with personal experience in the culture they teach are a useful academic resource for students.
“I do think it’s valuable if everyone took this class because it offers people a chance to learn about other cultures and other races in a setting that’s non-judgmental,” Torres Ortega said.
Ethnic studies departments remain relevant, though the new course requirement may present some challenges moving forward.
However, faculty continues to be committed to educating students on cultural histories and cultivating a positive learning environment that students can carry with them throughout their academic journey.
