Ethnic studies, youth leadership, and the work ahead
Recent reporting from the San Francisco Chronicle, citing a study published by the American Educational Research Association, highlights the long-term impact of ethnic studies in San Francisco public schools. The research, which analyzed student outcomes from 2008 to 2023, found that students who completed a full year of ethnic studies saw measurable academic gains, including an increase in GPA and stronger outcomes for those who previously struggled in school.
These gains persisted across students’ high school years and, in some cases, supported progress toward meeting University of California eligibility requirements. According to the study’s authors, these outcomes are linked to how ethnic studies courses support identity development, strengthen relationships, and increase student engagement across other areas of learning.
In San Francisco, these findings arrive at a pivotal moment. The Board of Education is preparing to vote on April 28 on the future of the district’s ethnic studies curriculum, including whether to maintain a two-semester graduation requirement.
Learning that connects to lived experience
Ethnic studies creates space for students to examine identity and understand history in ways that connect directly to their lived experience. This process of identity formation is not separate from academic success—it is part of what supports it.
For many young people, this type of learning does not happen elsewhere in their academic experience.
At CYC, this same foundation shapes youth development programs. Young people are supported to explore identity and build relationships as part of their growth. From there, they begin to take on leadership roles within their communities. These are skills developed through practice and shared responsibility.
Youth leadership in practice
Over the past few years, young people in the Bay Area and San Francisco have experienced the effects of a broader social and political climate marked by increased incidents of hate and violence. These experiences are often tied to perceived race, national origin, gender, or sexuality. They shape how youth understand themselves and their place in the community.
In response, CYC formed the Youth Justice Collective for returning high school students and those who have demonstrated leadership in their communities. The Collective prepares participants to serve as Equity Facilitators by building analytical and facilitation skills, while also creating space to explore personal identity and community history.
The program is grounded in a clear understanding: identity development and leadership are connected. When young people have space to understand their own experiences, they are better prepared to engage with others and take on responsibility within their communities.
Participants engage with issues such as cross-racial solidarity, anti-AAPI hate, gender-based violence, and violence affecting queer and trans communities. Through workshops and events, they facilitate conversations, develop curriculum, and support peer learning across the Bay Area.
Connecting research to practice
The findings from the recent study reflect what programs within the Youth Justice Collective demonstrate in practice. When young people have structured opportunities to explore identity and engage with history, it supports both academic engagement and personal development.
This same process—developing a sense of identity and belonging—extends beyond the classroom. It shapes how young people communicate across differences, engage with their communities, and take on leadership roles.
Programs like the Youth Justice Collective build on this foundation by moving from reflection to action. Young people take responsibility for leading conversations, supporting their peers, and contributing to their communities in meaningful ways.
Take action
As the San Francisco Board of Education prepares to vote on April 28, community voice will shape the future of ethnic studies in the district.
For young people, this is not an abstract issue. Access to ethnic studies and youth leadership programs creates space for identity development, connection, and growth. These experiences support both academic progress and long-term engagement.
Community members are encouraged to attend the April 28 Board of Education meeting and support maintaining the two-semester ethnic studies requirement.
Decisions made now will shape how students access learning that reflects their experiences and supports their development.