1965: Formation of the Black Student Union (BSU) at San Francisco State University (SFSU): The BSU advocated for the creation of an Ethnic Studies program that would focus on the study of African American history, culture, and politics. This activism would set the stage for broader demands. “The first Black Student Union (BSU) on any campus was founded in 1966 at San Francisco State University.”

SOURCE https://africana.sfsu.edu/black-student-union

1968: Protests at San Francisco State University: These protests, led by a coalition of student groups (including the BSU, Chicano student groups, and others), were part of a broader wave of campus activism demanding the creation of Ethnic Studies departments. The protests culminated in the creation of the first department of Ethnic Studies at SFSU, the first of its kind in the nation. “In the mid 1960s, a tide of anger began to swell at what was then called San Francisco State College. Students had a litany of complaints -- the Vietnam War, the ROTC's presence on campus, and the college's practice of providing students' academic standing to the Selective Service. Even the price and quality of food in the cafeteria came under attack.”

https://magazine.sfsu.edu/archive/archive/fall_08/strike.html

1969: The Ethnic Studies Strike at SFSU: The strike was a response to the lack of representation of non-white voices in the curriculum. It led to the establishment of the first comprehensive Ethnic Studies department in the U.S., which would serve as a model for other universities across the country. “The strike at San Francisco State College lasted five months, longer than any other academic student strike in American higher education history.”

SOURCES

https://www.foundsf.org/index.php?title=STRIKE!..._Concerning_the_1968-69_Strike_at_San_Francisco_State_College

Ethnic Studies Grows (1970s-1980s)

Following the successes at SFSU, Ethnic Studies programs began to spread to other universities, especially in areas with large populations of African Americans, Mexican Americans, Native Americans, and Asian Americans.

The Expansion of Ethnic Studies Programs: In the 1970s and 1980s, Ethnic Studies departments were established at universities across the U.S. These departments grew in size and scope, incorporating a broader range of ethnic groups, including Native American studies, Chicano studies, and Asian American studies. 

Criticism and Challenges: Despite their growth, Ethnic Studies programs faced resistance from some faculty and administrators who viewed the programs as too politically charged or radical. These critics argued that they were too focused on identity politics and not sufficiently academic or objective. "For other critics, covering the experiences of more people is not enough. They contend that focusing on only some experiences is a form of harmful discrimination that teaches students to see each other only in terms of racial and ethnic conflict. A better ethnic studies curriculum, they argue, would not divide students into “victims” or “oppressors” based on their heritage."

Source: https://www.theregreview.org/2021/06/03/rothermich-californians-debate-controversial-ethnic-studies-curriculum/

Curriculum Development: During this time, Ethnic Studies became more institutionalized, with standardized curricula and a growing body of scholarship. Academic research began to focus on the social, political, and historical experiences of ethnic groups, highlighting issues like racism, colonialism, economic inequality, and cultural preservation.

Ethnic Studies Now (1990s-Present)

Ethnic Studies continued to expand throughout the 1990s and into the 21st century, despite ongoing challenges. There have been efforts to standardize the field and make it a more integral part of the higher education landscape. However, the field continues to face challenges of underfunding, resistance from conservative groups, and attempts to limit its scope in certain parts of the U.S.

Key Developments:

• The Push for K-12 Ethnic Studies: In recent decades, there has been a growing movement to introduce Ethnic Studies into K-12 education. In 2016, the state of California became the first to develop a statewide Ethnic Studies curriculum for high schools. Many other states and local school districts have followed suit, implementing pilot programs or advocating for the inclusion of ethnic studies.

• Increased Focus on Intersectionality: Contemporary Ethnic Studies courses increasingly emphasize intersectionality—the idea that social identities (race, gender, class, sexuality, etc.) intersect to produce unique experiences of privilege and oppression. This broadens the focus beyond individual ethnic groups and allows for a more nuanced understanding of social justice issues.

• Opposition and Political Backlash: In recent years, political and ideological debates have arisen regarding the teaching of Ethnic Studies, especially in K-12 education. Some conservative politicians have attempted to ban or limit the teaching of Ethnic Studies, arguing that it promotes divisiveness and a negative view of American history. In response, advocates argue that Ethnic Studies fosters critical thinking and empathy, and helps students understand historical injustices and their ongoing effects.

Throughout its development, Ethnic Studies has remained committed to several core themes, including:

• Anti-Racism and Social Justice: Ethnic Studies focuses on the fight against systemic racism and the promotion of social justice, equality, and empowerment for marginalized communities.

• Cultural Preservation and Pride: It emphasizes the importance of preserving and celebrating the cultural histories, languages, and traditions of ethnic groups that have been oppressed or erased in mainstream narratives.

• Critical Thinking and Awareness: Ethnic Studies encourages students to critically examine social structures, historical events, and the legacies of colonization, imperialism, and slavery.

• Interdisciplinary Approach: Ethnic Studies often draws from various academic disciplines, including history, sociology, political science, literature, and anthropology, to provide a holistic understanding of ethnic groups' experiences.

Conclusion

Ethnic Studies has evolved from a grassroots movement advocating for racial justice and cultural recognition into a well-established and interdisciplinary field of study. Its development reflects broader social movements for equality and the desire to understand and address the systemic forces that shape the experiences of marginalized communities. Despite facing continued opposition and challenges, Ethnic Studies remains a vital part of the academic landscape, fostering awareness, empathy, and critical thinking on issues of race, identity, and social justice.

https://www.libs.uga.edu/russell-library/exhibits/iamaman 

https://africana.sfsu.edu/black-student-union 

https://magazine.sfsu.edu/archive/archive/fall_08/strike.html

https://www.foundsf.org/index.php?title=STRIKE!..._Concerning_the_1968-69_Strike_at_San_Francisco_State_College

https://youtu.be/dZz74JFUPPI?si=ty6ZrDFbSg4gRPWS

https://youtu.be/uTaLZY4SmFI?si=hVixGJDu_jPbo79d 

https://www.bbc.com/news/in-pictures-55619618

https://www.npr.org/sections/codeswitch/2019/03/21/704930088/the-student-strike-that-changed-higher-ed-forever

https://edsource.org/2020/gov-newsom-signs-assembly-bill-1460-requiring-ethnic-studies-at-csu/638506

https://ethnicstudies.berkeley.edu/about/history/

https://www.theregreview.org/2021/06/03/rothermich-californians-debate-controversial-ethnic-studies-curriculum/