One of the most valuable resources to school districts when implementing anti-racist curricula is their students. Not only should school districts listen to students who are advocating for change, they should seek out student input and include them on planning teams. The following examples are ways that Texas students are providing feedback and calling for change.
Ajith (2020b) along with 3 other recent graduates from Texas public school testify to the Texas State Board of Education for anti-racist social studies standards.
A sizeable group of Houston students is calling for anti-racist education in Texas by lobbying the State Board of Education directly. (Isensee, 2020). Ankita Ajith (2020a), a Katy High School graduate, created the online petition calling that immediate, anti-racist changes be made to the social studies Texas Essential Knowledge and Skills (TEKS) standards. The petition has nearly reached its goal of 15 thousand signatures. Ajith (2020a) points out failings of the TEKS to teach anti-racist topics as well as the power that the State Board holds over Texas public school classrooms and textbooks.
In opposition to the petition, State Board member Barbara Cargill said that social studies teachers are already trained to “integrate appropriate lessons for their students” in light of current events (Isensee, 2020). North Texas Board member Aicha Davis, however, sees the upcoming TEKS review as “an opportunity to really make changes so that we are again, teaching truth, and so that that curriculum is anti-racist” (Isensee, 2020).
Ajith (2020a) released an update on April 14, 2021, stating that the State Board of Education agreed to review the social studies standards earlier than the anticipated date in 2023. Ajith (2020a) is hopeful that the Board will review the TEKS as early as November 2021).
The following section provides an example of student feedback that school districts like Carroll ISD can seek. Such survey information is easy to collect and can provide insight into how students feel their schools are meeting their needs. We asked some students from Garland ISD, a local school district, a few questions about anti-racist views in their school during their allotted circle group time. The racial and ethnic demographics for the school are 44.4% Hispanic, 39% African-American, 7.3% White, 4.4% Asian, 3.6% Two or more races, and 0.5% American Indian (Texas Education Agency, 2020). Students' names have been replaced with pseudonyms.
When asked if students currently feel that what is being taught in school is supportive of the identities and experiences in their lives the following responses were given:
Isabel D : Some of the stuff we do, I feel like we don't need in (my) everyday life.
Jonathan R : Yes, I feel that what is taught in school is supportive of (my) identities.
Alejandra T : Some things, but not all that is taught (is useful or supportive).
When asked how the school is serving them the following responses were given:
Henry M : School is serving me by teaching me materials that I need to know for the future (via) online (be)cause I can't go to school because of the pandemic - which helps our family a lot.
Kimberly S : (With) my dad drop(ing) out of school, me and my sister (still) have an opportunity to go to school and college.
Jonathan R : It helps me communicate better with people in my life.
When asked if students feel their principals and teachers are supportive of their culture the following responses were given:
Alejandra T : Yes, because I was awarded the GANAS award earlier this year and the principals were there to support me. * Side note: The GANAS award is awarded by the Garland Association for Hispanic Affairs and was created to honor students who exemplify a positive attitude, work hard, are dedicated to their work and are respectful of their teachers.
Isabel D : Umm yes and no. You know in class we don't really talk about race unless it's history class, otherwise we just keep learning. Some of my teachers speak Spanish and some know the struggle of being Mexican, so sometimes supportive and sometimes we just don't talk about it.
Henry M : Yes, I like the fact that they don't (show) favoritism for a specific culture and they treat everyone equally.
When asked if they feel their school promotes or encourages Anti-Racist views the following responses were given:
Jonathan R : Yea, I mean now (with) the whole Black Lives Matter (initiative) we are seeing more anti-racist speeches. Teaching us that we (are) all the same is awesome. I wouldn't say the school promotes Anti-Racist views but the teachers do because (they) know we're all the same.
Kimberly S : Yea, because if you talk about someone's race in a bad way, the teachers or staff will tell you that's wrong - even if it's just a joke.
Ajith, A. (2020a). The Texas State Board of Education must implement an anti-racist history curriculum. Change.org. https://www.change.org/p/the-texas-state-board-of-education-the-texas-state-board-of-education-must-implement-an-anti-racist-history-curriculum?original_footer_petition_id=&grid_position=&pt=
Ajith, A. [Ankita Ajith]. (2020b, July 3). Texas State Board of Education public testimony: Texas must implement an anti-racist curriculum [Video]. YouTube. https://www.youtube.com/watch?v=OWGgXckaV9o&ab_channel=AnkitaAjith
Garland Independent School District. (2020). District Profile. https://www.garlandisd.net/content/district-profile
Isensee, L. (2020, November 16). Houston students push teachers, State Board to adopt anti-racist curriculum. Houston Public Media. https://www.houstonpublicmedia.org/articles/news/education-news/2020/11/16/386164/students-ask-teacher-state-board-for-anti-racist-curriculum/
Texas Education Agency 2019–20 School Report Card. (2020). Texas Education Agency. https://www.garlandisd.net/content/federal-report-card