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Navigating political polarization: a group case study of community engagement in the adoption of intersectional ethnic studies in a Southern California K–12 school district

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Navigating political polarization: a group case study of community engagement in the adoption of intersectional ethnic studies in a Southern California K–12 school district

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Content Navigating Political Polarization: A Group Case Study of Community Engagement in the
Adoption of Intersectional Ethnic Studies in a Southern California K–12 School District
by
Elizabeth Anne Enloe
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Elizabeth Anne Enloe 2024
All Rights Reserved

The Committee for Elizabeth Anne Enloe certifies the approval of this Dissertation
Christina Kishimoto
Paul Gothold
Greg Franklin, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This dissertation investigated the engagement strategies utilized by educational leaders during
the adoption of intersectional ethnic studies (IES) in a Southern California school district amid a
politically charged environment. The study leveraged Easton’s political systems framework and
Kotter’s change model to analyze the processes and outcomes of engaging diverse stakeholder
groups. The analysis focused on school board members and senior district leaders, community
organizers, consultants, teachers, district and site administrators, and parents, aiming to
understand their experiences, motivations, and perceptions regarding the adoption of
intersectional ethnic studies. The research revealed that successful policy adoption hinges on
proactive community engagement, transparent communication, and trust-building among all
stakeholders. These strategies proved effective in aligning divergent perspectives and fostering a
consensus supportive of the IES initiative, underscoring the importance of inclusive dialogue and
collaborative decision-making in educational policy implementation. The findings highlight the
necessity for educational leaders to prioritize transparent and open communication channels with
all educational partners to mitigate resistance and enhance policy acceptance. By offering
insights into the experiences of a wide array of stakeholders, this dissertation contributes to a
deeper understanding of the complexities involved in adopting educational policies within
diverse and dynamic community settings. It underscores the critical role of stakeholder
engagement in navigating the sociopolitical challenges inherent in implementing significant
educational reforms.
Keywords: intersectional ethnic studies, educational policy adoption, community
engagement in education, political polarization in education, Easton’s political systems
framework, Kotter’s change model

v
Dedication
To my family: Thank you for being my anchor and for teaching me to never give up on my
dreams, no matter how distant they may seem. This accomplishment is not just mine, but ours, a
testament to our collective faith, love, and perseverance.
This dissertation is dedicated with profound gratitude and love to my beloved parents, who
instilled in me the values of education and perseverance. Their constant encouragement and
teachings in resilience have illuminated my path, showing me that the relentless pursuit of
knowledge and unyielding courage in challenging times are fundamental to living a purposeful
life.
I am also immensely grateful to my husband, Cory, and our sons, Morgan and Maxton. Your
endless encouragement, patience, and belief in my dreams have been the source of my strength
and motivation. This journey, with its highs and lows, has been richer and more fulfilling
because of your love and support.
In the spirit of recognizing powerful voices that inspire us to strive for greatness and advocate for
change, I am inspired to include a quotation from a remarkable female leader, Eleanor Roosevelt:
“The future belongs to those who believe in the beauty of their dreams.” This resonates deeply
with my journey and serves as a reminder that our aspirations, coupled with determination, can
pave the way for achieving our goals.

vi
Acknowledgments
The completion of this dissertation marks not just a personal achievement but a
collaborative triumph, made possible by the steadfast support and wisdom of many. My deepest
appreciation goes to Dr. Greg Franklin, my committee chair, whose guidance was indispensable
throughout this journey. His patience, encouragement, and unwavering positive outlook have
been pillars of my doctoral experience, providing clarity and motivation when most needed.
My sincere gratitude is reserved for Dr. Christina Kishimoto and Dr. Paul Gothold,
whose roles as committee members were essential. Their keen insights and thorough critiques
played a critical role in the enhancement of my research and the development of my arguments.
Their profound experience and leadership insights have been a driving force, magnifying the
depth and rigor of this process.
I would like to express my deepest gratitude to a number of individuals whose guidance
and support have been indispensable throughout my academic journey in the Educational
Leadership program at the University of Southern California.
Foremost, I must extend my heartfelt thanks to Dr. Michael Lee. His unwavering
encouragement and profound belief in my ability to contribute meaningfully to the field of
educational leadership prompted me to embark on this doctoral path. His mentorship has been a
cornerstone of my academic and personal growth.
I am also immensely thankful to Ha “Jennifer” Huynh. Her encouragement to apply to
this program was matched only by her enthusiasm and camaraderie throughout our studies. Her
support has been a constant source of strength and inspiration.
A special acknowledgment is due to my case study group partners, Michelle Villa,
Jeralyn Johnson, Sarah Gonzales, Jennifer Huynh, and Lani Hsieh. The collaborative spirit,

vii
intellectual rigor, and dedication they brought to our work together greatly enriched the process
and enhanced the quality of our collective findings. Working alongside such outstanding leaders
was not only the highlight of this project but also one of the most rewarding experiences of my
academic career.
I extend my appreciation to each member of the faculty and to all of my peers who have
contributed to my learning and growth. The journey through the world of academia is never a
solitary one, and the support and belief in my work by so many have been fundamental to my
accomplishments.
Finally, to all those who have influenced this work in myriad ways, both directly and
indirectly, I am eternally grateful. Your collective wisdom, mentorship, and support have been
the scaffolding upon which this scholarly work has been built.

viii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................ xii
List of Figures.............................................................................................................................. xiii
Chapter One: Background of the Problem...................................................................................... 1
Statement of the Problem.................................................................................................... 2
Purpose of the Study ........................................................................................................... 4
Research Questions............................................................................................................. 5
Significance of the Study .................................................................................................... 7
Limitations and Delimitations............................................................................................. 8
Definition of Terms............................................................................................................. 9
Organization of the Study ................................................................................................. 13
Chapter Two: Review of the Literature ........................................................................................ 15
History and Influence for Policy/Law............................................................................... 16
Opposition to Ethnic Studies ............................................................................................ 22
Development of Educational Policy ................................................................................. 24
Culture Wars/Red vs. Blue ............................................................................................... 25
Case Study: Other Districts Implementing Early.............................................................. 27
Community Engagement .................................................................................................. 28
Culturally Relevant Pedagogy .......................................................................................... 30
Theoretical Framework..................................................................................................... 32
Summary ........................................................................................................................... 36
Chapter Three: Methodology........................................................................................................ 38

ix
Purpose of the Study ......................................................................................................... 40
Selection of the Population ............................................................................................... 42
Design Summary............................................................................................................... 44
Instrumentation and Protocols .......................................................................................... 46
Data Collection ................................................................................................................. 46
Data Analysis.................................................................................................................... 47
Validity and Reliability..................................................................................................... 47
Summary ........................................................................................................................... 48
Chapter Four: Findings ................................................................................................................. 49
Introduction of the District’s Intersectional Ethnic Studies Parent Engagement Process 49
Participants........................................................................................................................ 51
Results for Research Question 1 ....................................................................................... 53
Results for Research Question 2 ....................................................................................... 58
Results for Research Question 3 ....................................................................................... 61
Summary ........................................................................................................................... 63
Chapter Five: Discussion .............................................................................................................. 66
Research Question 1: Communication Clarity and Community Resonance .................... 67
Research Question 2: Parental Engagement in the Ethnic Studies Adoption Process...... 68
Research Question 3: Parental Perceptions of Input Reception........................................ 70
Implications for Practice ................................................................................................... 72
Future Research ................................................................................................................ 74
Conclusion ........................................................................................................................ 75
Chapter Six: Synthesis of Recommendations............................................................................... 77
School Board and Senior District Leaders........................................................................ 81
Community Organizers..................................................................................................... 82

x
Consultants........................................................................................................................ 84
Teachers............................................................................................................................ 85
Site Administrators and Junior District Administrators.................................................... 87
Parents............................................................................................................................... 89
Summary ........................................................................................................................... 90
References..................................................................................................................................... 91
Appendix A: Interview Protocol for Senior District Leaders and Board Members.................... 102
Research Question(s) ...................................................................................................... 102
Introduction..................................................................................................................... 102
Questions......................................................................................................................... 103
Closing ............................................................................................................................ 105
Appendix B: Interview Protocol for Community Organizers and Religious Group Members .. 107
Introduction..................................................................................................................... 107
Main Interview Questions............................................................................................... 108
Demographic Questions.................................................................................................. 109
Closing Question............................................................................................................. 109
Closing Comments.......................................................................................................... 110
Appendix C: Interview Protocol for Consultants........................................................................ 111
Research Questions......................................................................................................... 111
Concepts From Conceptual Framework That Are Addressed in This Interview............ 111
Introduction..................................................................................................................... 111
Questions With Transitions............................................................................................. 112
Closing ............................................................................................................................ 113
Appendix D: Interview Protocol for Teachers............................................................................ 114
Research Questions......................................................................................................... 114

xi
Introduction..................................................................................................................... 114
Questions (With Transitions).......................................................................................... 115
Closing ............................................................................................................................ 116
Appendix E: Interview Protocol for District and Site Administrators........................................ 117
Setting the Stage Questions ............................................................................................ 117
Closing Questions........................................................................................................... 119
Appendix F: Interview Protocol for Parents............................................................................... 120
Research Questions......................................................................................................... 120
Introduction..................................................................................................................... 121
Setting the Stage (Background/Demographic) ............................................................... 122
Heart of the Interview (CF: Inputs: Demands/Supports)................................................ 122
Closing Question............................................................................................................. 123
Closing Comments.......................................................................................................... 123
Appendix G: Screening Protocol for Teachers........................................................................... 124
Background Information................................................................................................. 124
Adoption Process............................................................................................................ 125
Teacher Preparation ........................................................................................................ 126
Appendix H: Screening Protocol for Parents.............................................................................. 128
Research Question(s) ...................................................................................................... 128
Concepts From the Conceptual Framework That Are Addressed in This Survey.......... 128
Target Population............................................................................................................ 129
Introduction..................................................................................................................... 129
Survey Items ................................................................................................................... 130
Closing ............................................................................................................................ 133

xii
List of Tables
Table 1: Summary of Participants................................................................................................. 52
Table 2: Tensions in a Curriculum Adoption Process .................................................................. 80
Table E1: District and Site Administrators Interview Question Map......................................... 118
Table H1: Survey Items and CF Alignment ............................................................................... 130

xiii
List of Figures
Figure 1: Conceptual Framework ................................................................................................. 34

1
Note: Chapter One, Chapter Two, Chapter Three, and Chapter Six are the collective effort of six
researchers, all bringing insights from their individual studies to create this unified work that
represents a synthesis of diverse perspectives.
Chapter One: Background of the Problem
In spring 2020, the United States experienced a global pandemic and the murder of
George Floyd by an on-duty police officer, which layered onto the already polarizing effects on
high school campuses because of the charged political rhetoric of the Trump administration
(Rogers et al., 2017). As the public was being asked to isolate themselves at home, wear masks,
and get vaccinated against COVID-19, social movements such as Black Lives Matter formed to
bring attention to police violence and racial inequality (Christián et al., 2022). At the same time,
local social movements such as “Let Them Breathe” and “Let Them Play” formed, due to the
feeling of a loss of individual freedoms because of mask mandates and stay-at-home orders
(Young, 2022).
Amid these challenges, California schools were directed to implement an ethnic studies
course as a graduation requirement by the 2029–2030 school year (Cal. Assemb. B. 101, Chapter
661 [Cal. Stat. 2021]). Ethnic studies is rooted in the 1960s social movements that developed this
course in universities (Kim, 2020). Ethnic studies courses have further been considered at the K–
12 level to diversify a curriculum often criticized for its colonial upbringing and White-centered
approach that is blind to the experiences of minoritized groups (Milner, 2007). Many school
districts have experienced community backlash to their compliance with state mandates,
including the implementation of (or plans to implement) an ethnic studies course (Alliance for
Constructive Ethnic Studies, n.d.; Smith, 2021). This backlash has come in the form of

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contentious school board meetings, threats to school board members and district officials, and
local school board members being recalled.
This was the contentious backdrop of a Southern California school district that decided to
adopt an ethnic studies course years ahead of the mandate, despite a polarized community, with
the help of a consulting group to bring the voices of all educational partners together. Studying
their process and the resulting adoption is important not only to the districts that have yet to
implement this course and must do so in the upcoming years, but to all organizations dealing
with competing discourses over changes that might be divisive in a community. The purpose of
this study was to examine the process by which this district led its adoption efforts, to better
understand how educational leaders can approach change and invite the participation of all
stakeholder voices. It was important to study this adoption process in a Southern California
school district to examine the effects and influences on the community and specifically students
of color within that community.
Statement of the Problem
In fall 2021, California became the first state to add an ethnic studies component to its
basic graduation requirements (Cal. Assemb. B. 101, Chapter 661 [Cal. Stat. 2021]). The broader
aim of the bill was to move the state away from the “deficit notions of the resources of
Communities of Color” that have “fueled intolerance, bigotry, and assimilation throughout the
history of U.S. public education” (del Carmen Salazar, 2013, p. 122) and toward a future where
all students are exposed to a broad curriculum that acknowledges and celebrates the historical
struggles and contributions of Native American, Latino, African American, Asian American, and
Pacific Islander Californians to the state (California Department of Education, 2022). This new
curriculum has special importance in California, as the state serves the largest student population

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and is among the most diverse in the nation, with approximately 6.2 million students speaking
more than 90 languages (California Department of Education, 2023b). More than three quarters
of California’s K–12 students are non-White: 55% Latinx, 22% White, 12% Asian or Pacific
Islander, and 5% African American.
When the ethnic studies course as a graduation requirement was voted into law, several
districts in Southern California found that the requirement brought celebration for some families,
but fear and anger for others (Kim, 2020; Rothermich, 2021). This bill quickly became
controversial and the subject of many school board meetings as districts began considering its
implementation (Andruss, 2022). This specific moment in time holds great importance owing to
the profound psychological impact on large populations in quarantine and the far-reaching
consequences of widespread unemployment due to the COVID-19 pandemic, which may have
caused the escalation of social movements as a way to escape isolation (Christián et al., 2022).
Ethnic studies gained attention on both sides of political action groups—some believing the
course needed immediate implementation and was past due, and some believing that this
course’s purpose was divisive and should not be implemented at all.
Research has claimed two broad categories of support for ethnic studies: personal
academic empowerment of the student and increased understanding of diverse people (Dee &
Penner, 2017). Dee and Penner’s (2017) causal study in San Francisco schools provided
evidence that ethnic studies courses, taught with fidelity to the stated aims and with culturally
relevant instruction, resulted in improved grade point averages for students of color and increases
in credits earned. Bonilla et al. (2021) completed a study in the San Francisco Unified School
District that also demonstrated positive outcomes, including increased graduation rates, for
students enrolled in ethnic studies courses. De los Ríos et al. (2015) identified increased civic

4
engagement with local and state issues as a product of enrollment in ethnic studies courses.
This group study examined one Southern California district, which engaged in
stakeholder input strategies before the adoption of ethnic studies in advance of the state
requirement. Despite the media coverage of heated political debates between school boards and
community groups resulting in recall efforts, there has been a lack of discussion about the
engagement process in the literature and few to no studies dedicated to the behaviors and
activities of districts as they construct and reconstruct their social reality through educational
policy. As California districts approach the 2029–2030 school year, ethnic studies will become a
mandate, and the community pressure felt by school boards will be faced by more than just a few
early adopters. This group case study focused on a large K–12 school district in Southern
California during the adoption process of an intersectional ethnic studies curriculum.
Specifically, we examined the engagement process with the community in the context of policy
adoption amid rapid political polarization in the post–George Floyd Trump administration era.
Each researcher explored a different educational partnership to gain a deeper understanding of
the experiences of the respective participants.
Purpose of the Study
Through an engagement process among multiple educational partners, the school district
was able to approve an intersectional ethnic studies (IES) adoption. This study focused on
educational partners in the local and broader community who participated in the engagement
process. The group investigated the experiences of approximately 34 educational partners and
their understanding of the stresses, demands/supports, and systems that led to the decision to
pursue early implementation.

5
Research Questions
This study was guided by the following research questions, organized by educational
partner.
Educational Partner: School Board Members and Senior District Leaders
1. What stresses led the district to implement a community engagement process before
making the decision to adopt intersectional ethnic studies?
2. What did the school board and senior district leaders hope to accomplish through the
adoption of a community engagement “campaign”?
3. What impact did the community engagement process have on board members and
senior district leaders regarding the adoption of intersectional ethnic studies?
Educational Partner: Community Organizers
1. What was the motivation of community organizers for participating in the school
district’s dialogue regarding the adoption of an ethnic studies curriculum?
2. What were the community organizers’ concerns about the district’s adoption of
intersectional ethnic studies during the engagement process?
3. How, if at all, did the engagement process about intersectional ethnic studies by a
school district affect community organizers’ confidence in district decision-making?
Educational Partner: Consultants
1. How do consultants in a Southern California school district describe their
participation and role in the steps leading up to the implementation of intersectional
ethnic studies?
2. What challenges did the consultants encounter in the steps leading up to the early
implementation of intersectional ethnic studies?

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3. What impact do the consultants think their work had on the process toward
implementing intersectional ethnic studies?
Educational Partner: Teachers
1. How do teachers describe the Southern California School District’s process for
engaging teachers in policy decisions?
2. In what ways do teachers in the Southern California School District describe the
community engagement prior to the adoption of ethnic studies?
3. What are the teachers’ attitudes toward the state ethnic studies curriculum,
instructional practices, and learning goals?
Educational Partner: District and Site Administrators
1. From an administrator’s perspective, what led the district to implement the
community engagement process that led to the adoption of a K–12 intersectional
ethnic studies resolution?
2. How were site and district administrators involved in the community engagement
process that led to the adoption of a K–12 intersectional ethnic studies resolution?
3. What are administrators’ perceptions of the consensus-building process that led to
adopting an intersectional ethnic studies resolution?
Educational Partner: Parents
1. How did parents perceive the communication by the district and its representatives
during the ethnic studies adoption process?
2. In what ways, if any, did parents engage in the ethnic studies adoption process?
3. How was parental input received by the district and its representatives?

7
Significance of the Study
Implementing ethnic studies courses as a high school graduation requirement in all
California schools will have a significant impact on the opportunity gap, culturally relevant
pedagogy, and community engagement (Gay, 2017). This study contributes to the literature on
implementing change in an educational setting. The special focus on politically divisive issues is
especially important, as many school districts are implementing changes that are both necessary
and unpopular. In Los Alamitos Unified School District, a nearby district, the school board
experienced several acts of civil disobedience, causing interruptions to meetings due to the mask
mandate (Andruss, 2022). Tustin Unified School District similarly experienced hundreds of
protesters at a school board meeting regarding the COVID-19 mask mandate (ABC7 Los
Angeles, 2021). These Orange County schools have also received critical feedback regarding the
implementation of ethnic studies as the state presented the new assembly bill enacting the
graduation requirement. While some community members expressed that California schools
should have already implemented a requirement of this sort and were glad to hear the legislative
change, others believed that the curriculum would blame White children for the ills of the world
and shame them into believing they knowingly or unknowingly espouse White supremacist
ideology (Smith, 2021). As a result of this divisive climate, there has been a rise in recall efforts
of school board members, some of which have been successful. For example, in Orange Unified
School District, the successful recall of school board members put a new majority school board
in place, which led to the firing of the superintendent and assistant superintendent without cause
in the 2022–2023 school year and is believed to hold implications for the district’s
implementation of ethnic studies (San Román, 2023).

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The controversy extends beyond the borders of California. Arizona State Superintendent
of Public Education Tom Horne condemned ethnic studies, deeming it anti-American, and
accused it of causing resentment toward White people. He lobbied various bills to ban ethnic
studies, finding success in the long history of race wars in Arizona in 2010 (Cammarota, 2017).
In 2017, a federal judge overturned the ban on ethnic studies courses, saying it was motivated by
racial discrimination and violated pupils’ constitutional rights (Harris, 2017). The battle is far
from over, as Horne was re-elected as superintendent in 2022; his campaign promised to get rid
of critical race theory in schools and put an end to bilingual education (Sievers, 2022).
This study may provide district officials with an understanding of the processes by which
meaningful discussion and change can happen and how this can influence a community’s trust
and support of the school district. Although a district can use many processes to adopt a new
curriculum, the district in this study used direct community engagement, producing a successful
outcome during a time when others experienced political disruption. Additionally, the findings
from this study may improve the ability of researchers to bring systemic change to educational
organizations, particularly when the change being made is difficult or controversial.
Limitations and Delimitations
A limitation of this study is its nature as a case study, which focused on a moment in time
of one particular school district going through a change process. Time was also a limitation; the
researchers needed to interview those who were involved before the nuances of their experiences
were forgotten or they were no longer reachable, as the events took place in the previous
academic school year (2021–2022). Additionally, because this case study focused on one
district’s experience, the results may not be generalizable to all other school districts due to the
small sampling of various educational partners. Due to the sampling of each stakeholder group,

9
the inclusion of other members might have led to a different interpretation. The participants’
responses are limited by their awareness of the influences on their decision-making, their
comfort with sharing their viewpoints, and their retroactive reflection of their experiences, which
are therefore subject to the potential degradation of memory that is to be expected when 1 year
has passed. Retroactive interference is a phenomenon where new information or experiences
disrupt one’s ability to recall old information or experiences (Baddeley & Dale, 1966). Although
our study was limited to the adoption process that took place in 2021, the experiences of the
initial implementation of ethnic studies as well as the ongoing political debate that has occurred
since then may have colored the participants’ memory of the events.
The delimitations in this study are that it was limited to a single, large K–12 school
district in Southern California. The focus group was intentionally delimited to groups of
individuals inside the school district as well as outside the school district, including an activist
group and religious group members who participated in the adoption process. This study also
delimited the research to the adoption of the policy and purposefully excluded experiences of
implementation.
Definition of Terms
Assembly Bill 101 (AB 101) is legislation that was passed in the California State
Assembly in 2021 and is also known as the “Ethnic Studies Model Curriculum.” The purpose of
AB 101 is to promote cultural awareness and appreciation and to help students develop a better
understanding of the experiences and contributions of historically marginalized communities in
the United States. The curriculum covers topics such as Native American studies, African
American studies, Chicano/Latino studies, and Asian American studies, among others.

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Critical race theory (CRT) was developed within the fields of legal studies and social
sciences. Critical race theory is an analytical framework designed to examine and challenge how
race intersects with and influences societal structures, institutions, and legal systems. CRT seeks
to understand and address systemic racism, emphasizing that race is not merely an individual
characteristic but a pervasive and enduring aspect of social organization.
Culturally responsive/relevant pedagogy (CRP) is an educational approach that
emphasizes the importance of understanding and respecting students’ cultural backgrounds and
experiences in teaching and learning. The goal of CRP is to create a learning environment that
values diversity and promotes equity by centering the experiences, voices, and perspectives of
students from historically marginalized groups.
Demands are those kinds of wants of persons or groups placed before the political system
that require some special organized effort on the part of society to settle them authoritatively.
Easton’s political framework theoretical model was developed by David Easton to help
explain how political systems work and how they respond to changes in their environment. At
the core of Easton’s (1979) framework is the concept of a “political system,” which he defined as
a set of interactions and interdependencies between different actors within a society. This system
includes both formal and informal rules, as well as the institutions and organizations that carry
out these rules. Easton argued that the political system is responsive to changes in its
environment, which can include things like economic, social, and cultural factors.
Equity is providing students, and people in general, with what they need to thrive. Unlike
equality, where everyone is treated the same, equity is the promotion of fairness and takes into
consideration different backgrounds, learning styles, and material realities to account for what
each individual student needs to succeed.

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Ethnic studies is a program that focuses on the interdisciplinary and comparative study of
the history, sociology, politics, culture, and economics of North American racial and ethnic
groups relative to the community, including African Americans, American Indians/Native
Americans, Hispanic Americans, and Asian Americans.
Ethnicity is “an identity marker based on ancestry, including nationality, lands/territory,
regional culture, religion, language, history, tradition, etc. that comprise a social group”
(California Department of Education, 2022, p. 3).
The Every Student Succeeds Act (ESSA) is a federal law that was signed by President
Barack Obama on December 10, 2015, and replaced the No Child Left Behind Act. The purpose
of the law is to provide all students with equal access to high-quality education, regardless of
their race, ethnicity, income, or disability status. Under ESSA, states are required to create
accountability systems that include standards for academic achievement, graduation rates, and
English proficiency, among other things.
Kotter’s change model was developed by John P. Kotter to explain the dynamics of
organizational change and how entities respond to transformative processes. At the core of
Kotter’s (1996) framework is the concept of “change management,” which he defined as a
structured approach to transitioning individuals, teams, and organizations from a current state to
a desired future state. This model encompasses both formal and informal processes, as well as
the structures and strategies that facilitate these processes. Kotter contended that organizational
change is responsive to various factors, including internal and external pressures.
Let Them Breathe, a 501(c)(3) founded in California, is a nationwide network of families
and community members that organized events and protests surrounding the wearing of masks in
schools and the desire for this to remain a matter of family choice rather than mandate.

12
Let Them Play is a foundation formed out of the concern of inactivity facing children
during the COVID-19 pandemic. This group organized events and protests fighting for students
to be allowed to play sports again during a time when this activity was restricted.
The No Child Left Behind Act (NCLB) was a federal law in the United States signed by
President George W. Bush in 2002. The law aimed to improve the performance of American
students in schools by introducing new standards, assessments, and accountability measures.
Under NCLB, states were required to administer standardized tests to students in certain grade
levels, and schools were required to make adequate yearly progress (AYP) toward achieving
proficiency on those tests. Schools that failed to make AYP for 2 consecutive years faced
consequences, such as offering students the option to transfer to another school or providing
additional educational services. NCLB was controversial and faced criticism for its heavy
reliance on standardized testing and the penalties it imposed on schools that failed to meet AYP.
In 2015, the law was replaced by the Every Student Succeeds Act, which gave more control to
states and districts in determining how to measure student achievement and progress.
Race, within the field of ethnic studies, is defined as a (neo)colonial social construction.
It is viewed as a “master category” based upon a Eurocentric biological fallacy that is central to
inequitable power relations in society (California Department of Education, 2022).
Racism is “a belief that race is the primary determinant of human traits and capacities and
that racial differences produce an inherent superiority of a particular race” (California
Department of Education, 2022, p. 3).
Stresses are a severe type of disturbance occurring in the environment of a political
system that threatens to destroy it. A stress interferes in some fundamental way with the capacity
of a political system to keep a conversion process working.

13
Support is the energy in the form of actions or orientations promoting and resisting a
political system. Actions may include voting for a political candidate or defending a decision by
the highest court of the land. Orientations, in contrast, imply a deep-seated set of attitudes or
predispositions such as loyalty to a political party or the ideals of democracy and patriotism.
Support may be directed to three distinct objects of the political system: the authorities or the
government of the day; the regime or the principles, values, legal structures, and statutes that
make up the constitutional framework of the system; and the political community as a whole,
consisting of a group of persons who seek to settle difference or promote decisions through
peaceful action in common.
Organization of the Study
This dissertation is organized into six chapters. Chapter One provides an overview of the
study and introduces the context of political polarization found within the community at the time
of the policy adoption. It includes the stresses and demands that served as the impetus for change
as well as definitions of terms used in this study. Chapter Two presents a literature review in the
following areas: history of ethnic studies, development of educational policy, influence of culture
wars, case studies involving other districts implementing ethnic studies, community engagement,
culturally relevant pedagogy, and a theoretical framework. Chapter Three describes the
methodology selected for this research study and includes sample and population selection,
interview questions, data collection, and data analysis. Chapter Four is a report of the research
findings. Chapter Five is composed of a summary of findings, implications, conclusions, and
recommendations. Chapter Six reviews the findings from all six individual stakeholder groups.
Common themes are identified, and divergent perspectives are explored to make connections and

14
share insights that emerged when considering the findings collectively. References and
appendices are included in the conclusion of this research study.

15
Chapter Two: Review of the Literature
The California Department of Education’s mandate to implement ethnic studies courses
as a high school graduation requirement in all California schools has a significant impact on
student achievement, racially equitable instruction, and civic engagement. As local school
districts begin to adopt ethnic studies courses, each will engage in a specific change process. We
studied one of these change processes: the adoption of a K–12 intersectional ethnic studies
resolution in a suburban, Southern California school district. Intersectional ethnic studies is a
curriculum that seeks to explore systems of oppression and the histories of marginalized
communities while considering how our multiple identities intersect with power in society
(Anderson & Calderon, 2023). The adoption of this resolution took place within the contentious
political environment of the 2021–2022 school year, as COVID-19 masking mandates and the
Black Lives Matter movement were at the center of the national scene. The district’s success in
moving its IES resolution forward is examined in relation to Easton’s (1979) political systems
and Kotter’s change framework to glean best practices for other districts that will be similarly
tasked with engaging in this change process.
First, we introduce the historical issues and events that prompted California’s mandate to
move toward a more culturally relevant curriculum and instruction. Second, we address the
contentious climate associated with political backlash and pressures on school districts adopting
the mandate. It is also important that we review the literature associated with the adoption phase
and its impacts on student achievement. Last, we review literature that helped to create our
conceptual framework.

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History and Influence for Policy/Law
Ethnic Studies Early Policy
Ethnic studies is an interdisciplinary course that incorporates the political, social, cultural,
and economic experiences of people alongside race, ethnicity, class, gender, and systems of
power (Curammeng, 2022). This course was developed out of a desire for more culturally
diverse and inclusive representations of the history and the lives of marginalized American
communities (Gay, 2017).
In late 2020, Assembly Bill 1460 was passed, mandating this course for all CSU
undergraduate students (Kim, 2020). Smith (2018) looked at the benefits of having such a course
at the university level. At CSU San Francisco, ethnic studies majors as well as students who took
at least one ethnic studies course were followed, and their success was measured against that of
students without these experiences. Students who had taken ethnic studies demonstrated greater
academic and graduation success. Smith identified professors of these courses and their methods
as a large reason for this, noting that they explicitly taught content to help students with critical
thinking and finding services and meaning in their studies. Students in the ethnic studies major
also tended to have higher graduation rates (Smith, 2018).
Following AB 1460’s passage, a student-led grassroots movement promoted this course
beyond the CSU college requirement, leading to AB 331 being brought forward to make ethnic
studies a high school graduation requirement (Kim, 2020). Jewish groups criticized this bill
initially for minimizing antisemitism and taking sides with Palestinians over Israel. Others
criticized the bill for focusing on the United States’s shortcomings, especially in dealing with
race (Fensterwald, 2020). California Governor Gavin Newsom vetoed AB 331 in August 2020
for what was considered an imbalance in the proposal (Fensterwald, 2020). Assemblymember

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Jose Medina of Riverside reintroduced the graduation requirement in the form of AB 101 in
October 2021, and this bill was signed into law by Governor Newsom (Gomez, 2020).
California Ethnic Studies Model Curriculum and the Statewide Mandate
Before the adoption in 2021 of a statewide mandate to implement ethnic studies as a
graduation requirement, Chapter 327 of the Statutes of 2016 added Section 51226.7 to the
Education Code. This new section of the Education Code required the California State Board of
Education to develop an ethnic studies model curriculum. The resulting curriculum framework
and instructional resources were adopted by the state to guide educators’ development of local
ethnic studies curricula. The model curriculum lays out four foundational disciplines that guide
ethnic studies at the high school level (African American, Latinx, Native American, and Asian
American and Pacific Islander studies) and includes general guidelines and sample course
outlines for the teaching of these disciplines (California Department of Education, 2022). The
requirements established in Assembly Bill 101 will go into effect with the graduating class of
2030 (Legislative Counsel’s Office & Medina, 2022). AB 101 does not require that the model
curriculum be adopted by local districts; instead, the model curriculum is intended to serve as a
model for best practices in teaching ethnic studies (California Department of Education, 2022).
AB 101 also allows districts to choose the length of the course; the required minimum is a
semester, but districts can also write yearlong courses or embed the requirement into a series of
courses (Bowers, 2021).
Pawel (2021) provided a succinct overview of California’s political journey toward the
successful adoption of ethnic studies as a prerequisite to graduate from high school statewide.
The model curriculum, as it was originally drafted, was criticized as lacking depth in the
representation of the Jewish community as well as other ethnic groups. While the state

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legislature approved the bill in 2020 to ensure that students study the experiences and history of
other ethnicities and races, Governor Newsom vetoed the measure; he agreed with critics that
“the initial draft of the model curriculum was insufficiently balanced and inclusive and needed to
be substantially amended” (Fensterwald, 2020, para. 3). After revision and improvement, the
Instructional Quality Commission approved the revised draft model curriculum. The curriculum
focuses mainly on African American, Chicano/Latino, Asian American, and Native American
students. However, it is adaptable to reflect the various ethnicities in respective communities
(California Department of Education, 2022, p. 3).
Intersectional Ethnic Studies
Although schools are a site for “gendered settler colonial capitalism,” there have been
movements calling for K–12 ethnic studies to disrupt conventional schooling (Ochoa & Ochoa,
2022). Sleeter and Zavala (2020) found that teachers who see identity as central to teaching share
foundational values of self-care and trust. They also see students as intellectuals and believe in
responsiveness and relevance to students and their communities. Additionally, these teachers
share in their critical analysis of racism and other power relations.
Ethnic studies has the conceptual tools to address the intersection of race and class
(Zavala et al., 2019). The hallmarks of ethnic studies include the following: curriculum as
counternarrative, criticality, reclaiming cultural identities, intersectionality and multiplicity,
community engagement, pedagogy that is culturally responsive and mediated, and students as
intellectuals (Sleeter & Zavala, 2020). Furthermore, ever since ethnic studies started, it has
“always included a particular intersectional analysis; that looked at race and gender along with
other axes of power and difference” (Zavala et al., 2019, p. 17).

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Cuauhtin (2019) explained how identity wheels tend to stop at a superficial level of social
identities, but ethnic studies programs work to understand and analyze intersectional identity,
relationships, and dynamics of power to resist oppression and help actively change the world for
the better. An intersectional analysis of Black, Indigenous, and People of Color (BIPOC)
community histories is necessary to address the harm created by historical and present-day
oppression (de los Rios, 2020). A community-responsive, intersectional approach goes beyond
the superficial levels of identity and weaves ethnic studies throughout the curriculum (Ochoa &
Ochoa, 2022). It has an intersectional framework, draws on the histories and cultures of the
students and the region, and calls specifically for race, class, gender, and sexuality components
to be included, in order to analyze power, lived experiences, and multiple forms of oppression
and resistance (Ochoa & Ochoa, 2022).
De los Rios (2020) made the case for implementing transformative justice ethnic studies
in P–12 schools, describing ethnic studies as a counternarrative and a form of healing. Part of
this healing comes from ethnic studies providing the opportunity to name racialized and other
intersectional harms. In their study, Snapp and Russell (2016) interviewed various stakeholder
adults in California and Arizona schools and found that inclusive curricular and pedagogical
approaches were supported because students benefited from being reflected in their learning,
violence against others lessened as a result of this kind of learning, and students became more
academically engaged and connected with their learning and school. While some ethnic studies
courses have seen issues of identity and gender as separate and apart from the course, others
believe ethnic studies and LGBTQ-inclusive curricula are the same (Snapp & Russell, 2016).
Through an intersectional approach, students can explore who they are, the systems of power and

20
privilege that affect them, and allyship and solidarity through a solution-based approach (Sleeter
& Zavala, 2020).
Impact of Ethnic Studies on Student Achievement
Del Carmen Salazar’s (2013) review of literature described the oppressive and systemic
assimilation of students of color into dominant American society through public schooling and
then offered Paulo Freire’s concept of humanizing pedagogy as a tool for dismantling
dehumanizing structures within the school system. Del Carmen Salazar (2013) gleaned from the
literature five tenets of a humanizing pedagogy as a road map for applying Freire’s concept
within the American context:
1. The full development of the person is essential for humanization. 2. To deny someone
else’s humanization is also to deny one’s own. 3. The journey for humanization is an
individual and collective endeavor toward critical consciousness. 4. Critical reflection
and action can transform structures that impede our own and others’ humanness, thus
facilitating liberation for all. 5. Educators are responsible for promoting a more fully
human world through their pedagogical principles and practices. (p. 128)
By embracing these “humanizing” tenets, del Carmen Salazar (2013) asserted, teachers
confront their “deficit notions” of students’ abilities and support students in the development of a
healthy, scholarly identity (p. 131). According to del Carmen Salazar, developing a curriculum
that is reflective of students’ reality and engaging students in the development of a critical
consciousness around social and political issues will allow them to make crucial connections
between their own lives and the material taught in the classroom. These practices will instill hope
in a learning committee for a better future and inspire students to participate in their own
liberation (del Carmen Salazar, 2013, p. 142).

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De los Ríos et al. (2015) described the ethnic studies movement as a direct response to
the White supremacist instruction that is generally seen in high school and college curricula. In
2014, the Council of Great City Schools gathered data on the largest school districts in the
United States and reported that 71% of the 6.9 million students who were enrolled at the time in
the nation’s largest school districts were Latino or African American, 69% were eligible to
receive free or reduced lunch, and 17% were English language learners. The evolution of ethnic
studies is a change in philosophy and practice for how American schools can eradicate systemic
racism, White supremacy, and low expectations of the schools most in need. This case study
looked at two high schools and an afterschool program and defined critical pedagogy and the
implications of implementing ethnic studies. In their analysis of these case studies, the authors
argued that students of color who are enrolled in ethnic studies courses in their high schools are
more engaged and interested in their studies because they can see connections between the
course content and their own lives.
Cammarota (2017) focused on a youth social justice action research project made up of
young people of color. The Arizona Department of Education sought to eliminate an ethnic
studies program—the Social Justice Education Project (SJEP)—because it believed the program
could lead to the radicalization of the young people enrolled in the program. The elimination of
the SJEP was aggressively pursued by the Department of Education, which threatened to
withhold crucial funding from the Tucson Unified School District if the district did not agree to
ban the program, even though “SJEP students were outperforming their non–ethnic studies peers
in every academic measure” (Cabrera et al., 2014, as cited in Cammarota, 2017, p. 527). After
the ban went into effect in January 2012, this youth group took action to prevent educational
injustices and spread the message of social transformation through the ethnic studies course.

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According to Cammarota (2017, p. 528), students’ participation in the course before the ban had
a positive impact on their academic performance: Of the 17 seniors enrolled in the first cohort,
all but two graduated, despite being credit deficient at the start of the course (students enrolled
were still technically freshmen according to their overall credit count, despite having attended for
3 years, and were considered at high risk for dropping out).
Bonilla et al. (2021) investigated the claim that ethnic studies courses have a lasting,
positive effect on student achievement. Their study analyzed the impact of a ninth-grade ethnic
studies course on students in the San Francisco Unified School District. The researchers found
that, in this context, ethnic studies had a positive impact on student engagement, high school
graduation rates, and college enrollment after high school. Students who were assigned to ethnic
studies courses had higher attendance rates and higher graduation rates for those classified as
“lower performing” by the district (Bonilla et al., 2021, p. 8). As such, the authors said, ethnic
studies courses are a “relatively tractable lever for school reform” (Bonilla et al., 2021, p. 9).
Opposition to Ethnic Studies
Fear That Ethnic Studies Sows Division and Hate
Although ethnic studies as a graduation requirement was met with celebration by some
(Kim, 2020), there were still others who believed either the proposed curricula needed further
integration into all coursework or the course divided students into victim or oppressor roles
based on their heritage (Rothermich, 2021). The latter group feared the course was divisive and
would create more polarization, violence, and bigotry among students (Alliance for Constructive
Ethnic Studies, n.d.).
In Orange County, California, several districts have experienced debates over this
course’s integration into the graduation requirements despite the bill’s passage and imminent

23
implementation. School board meetings in Los Alamitos have been filled with public comments
fearing the course will breed hate in students (Smith, 2021). In nearby Placentia-Yorba Linda, a
school board member shared a Facebook article denouncing the curriculum as purely political
and “left-wing” (Smith, 2021).
California has not been alone in this debate about the purpose and benefits of ethnic
studies. Arizona Superintendent of Public Education Tom Horne condemned the course as antiAmerican and signed a bill in 2010 banning the course in Arizona (Cammarota, 2017). Horne’s
bill received support from some who believe that ethnic studies underestimate students of color
while simultaneously focusing on evoking feelings of resentment and hatred (Cacho, 2010).
Fearing Critical Race Theory
The academic discipline of critical race theory has its origins in late-1970s counter-legal
scholarship (Ladson-Billings, 2010) and has been well developed by scholars such as Kimberlé
Crenshaw, Derrick Bell, and Richard Delgado (Melville, 2021). It argues against the slow pace
of reform and that Whites have traditionally been the primary beneficiaries of civil rights
legislation (Ladson-Billings, 1998). For example, many of the recipients of affirmative action
hiring policies have been White women whose income largely has benefited White households
even though the intended beneficiaries of the policy were people of color.
Critical race theory has been used by opposers of ethnic studies as an additional reason
why the curriculum should not be implemented in schools. Those who oppose critical race theory
believe it prioritizes activism at the expense of objectivity, rationalism, and critical thinking
(Adorney, 2022). Southern California school boards have heard public comments regarding
some of these fears as well. The Orange County Board of Education held panels on ethnic

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studies and heard public comments calling ethnic studies a vehicle for critical race theory and
that it was political indoctrination to anti-American ideals (Elattar, 2021).
Development of Educational Policy
Fowler (2009) explained what educational policy is and how it comes into practice via
power, economy, political systems, culture, values, and ideology. Public policy is created in
response to public problems in an attempt to address issues and often involves compromise
among policymakers.
Hochschild and Scovronick (2004) added further depth to a discussion of public policy
by defining the American public’s understanding of the primary role of public schooling to be
the provision of tools for pursuing one’s individual version of the American dream. They
described this understanding of the role of public education as the need to balance two
competing priorities: the success of individuals and a collective benefit to vulnerable groups,
such as students with disabilities. These two priorities clash, as the value of self-reliance
conflicts with the idea that some vulnerable groups should be identified for specialized treatment
in an attempt to ward off ill treatment in American society. These competing priorities result in a
lack of stability and continuity in national policy or practice.
The achievement gap is one of the most talked-about issues in U.S. education. The term
refers to the disparities in standardized test scores between Black and White, Latina/o and White,
and recent immigrant and White students. Ladson-Billings (2006) argued that a focus on the gap
is misplaced. Instead, we need to look at the “education debt” that has accumulated over time.
This debt comprises historical, economic, sociopolitical, and moral components. Ladson-Billings
drew an analogy with the concept of national debt—which she contrasted with that of a national
budget deficit—to argue the significance of the education debt.

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Culture Wars/Red vs. Blue
U.S. public schools have long been viewed as an apolitical function of the government.
There have been benefits to this view, largely in the public’s acceptance of funding educational
institutions (Kirst & Wirt, 2009). As a nation, there has been a general acceptance of public
schooling as a necessity that will be funded with public dollars. Additionally, Wolbrecht and
Hartney’s (2014) examination of partisan stances in educational issues and reform showed how
traditionally Republican and Democratic values have sometimes not been reflected in those
parties’ policies over the years. For example, George Bush’s No Child Left Behind and Barack
Obama’s Race to the Top both reflected some of the opposite parties’ previous talking points.
For example, Bush’s marketed “compassionate conservatism” expanded the federal role over
education, while Obama’s initiatives promoted ideas of school choice and performance pay for
teachers.
Over the last century, the changing economic goals of schooling as well as the public’s
desire to have their educational leaders carry out their own interests has created a change in this
more apolitical view of schools and has instead highlighted some polarized political views
(Horsford et al., 2018). U.S. schools’ primary goals have generally reflected the nation’s values
and views of the world and its place in it. From teaching reading for the purpose of reading the
Bible to progressively more purely economic reasons, education has always been guided by the
interests of the United States (Horsford et al., 2018). Along with a focus on self-interest, other
distinct qualities in U.S. politics that have had recent prevalence are an antiestablishment
orientation, populism, and a good versus evil duality in thinking that has fed into a conspiratorial
stance of the world and educational institutions (Uscinski et al., 2021).

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Political fights in education have become much more observable in recent years as there
has been movement in curriculum and standards, a focus on unions and their effects on
education, and vouchers and other systems designed to optimize family choice in schools
(Saltman, 2018). Although these political fights have clear sides, those politics have not always
been Democrat and Republican; rather, both political parties look to schools and their ability or
challenges in preparing an adequate workforce (Saltman, 2018). Both Democrats and
Republicans look at schools from an economic perspective and as an institution that helps to
teach the dominant values and views of society. Where the two parties have diverged is in which
values and views should be taught (Saltman, 2018).
After the election of 2016, Donald Trump’s presidency brought with it increased political
tension and conspiratorial thinking (Uscinski et al., 2021). Teachers and students reported higher
levels of stress and anxiety related to the policies and actions of politicians that affected their
campus culture and individual lives (Rogers et al., 2017). The COVID-19 pandemic in spring
2020 heightened these fears and increased isolation between people. Christián et al. (2022) noted
that the health risks during this time took a higher toll on minoritized groups for both medical
and social reasons. This increased the consciousness of the Black community, especially as
police violence continued to take the lives of young Black people, culminating in the killing of
George Floyd and sparking a large Black Lives Matter movement (Christián et al., 2022). The
fears, injustices, and anxieties felt by many were coupled with the psychological effects of
isolation, creating a moment in history of mass protests on both sides of the political aisle
(Christián et al., 2022).
While the Black Lives Matter movement brought out crowds, so did protests surrounding
the response to the COVID-19 pandemic and concerns around critical race theory being taught in

27
K–12 schools. In Los Alamitos, California, groups protesting the mask mandate formed a “Let
Them Breathe” campaign, disrupting schools and staffing and demanding that children should be
allowed to learn on campus during the COVID-19 pandemic without a mask due to their
constitutional freedoms and fears that social distancing would do more harm psychologically and
socially than the disease itself (Young, 2022). In Tustin, groups of parents voiced their
disapproval of masks at school at board meetings as well and formed similar protests in a spinoff “Let Them Play” campaign formed through social media, holding protests in the San
Francisco Bay area and San Diego (Ludwig, 2021).
Case Study: Other Districts Implementing Early
It is important to study other school districts considering the early adoption of ethnic
studies, including the political contexts associated with them. Surrounding school districts
provided a glimpse into acts of civil disobedience with ever-evolving COVID restrictions
(Andruss, 2022). COVID restrictions ignited communities, creating tension and unrest in what
are typically civilized meetings. In neighboring school districts, COVID mandates became the
impetus for protesting policies and laws that school districts were required to enforce, such as at
Tustin and Los Alamitos Unified School District board meetings (Young, 2022). Regardless of
state and local mandates, communities were unwilling to have school officials maintain control
over highly politicized issues.
Students look toward adults and how they model behavior during highly tense political
contexts. A middle school student refused to wear a mask in class and was asked to leave class,
sparking a protest outside of the school (McAboy, 2021). More so than ever, parents and
community groups have become more vocal and are mobilizing against state and school policies,

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implying that the implementation of a new required course and curriculum may experience the
same pushback.
Los Angeles Unified School District implemented an ethnic studies course pilot through a
few of its high schools, specifically in a high population of Filipino and Latino students
(Tintiangco-Cubales et al., 2015). Roosevelt and Washington High Schools (both a part of the
pilot) received support in mentoring and curriculum development to ensure teachers were
prepared for proper implementation. The implementation was to provide targeted support for
those at risk of dropping out and/or being credit deficient. Administrators interviewed described
the need for an ethnic studies curriculum to address the gaps in opportunity within education
(Tintiangco-Cubales et al., 2015). Through the pilot of the curriculum, students developed a
stronger sense of cultural awareness and empowerment.
Also in Southern California, a teacher at Pomona High School sparked the
implementation of a Chicana/o-Latina/o ethnic studies college preparatory class (de los Ríos et
al., 2015). This was created in 2006 after this teacher witnessed her students protesting the
Border Protection, Antiterrorism, and Illegal Immigration and Control Act of 2005. This led to
school-facilitated community discussions and the development of the curriculum that formed the
class. The students’ participation in discussions eventually led to the community buy-in and
implementation of ethnic studies courses in schools. Students are an equally important
stakeholder in the process, as their educational experiences will continue to be affected in the
classroom and beyond.
Community Engagement
In this case study looking at the early adoption of a curriculum, the school district being
studied engaged many different stakeholders in its process. Community engagement in schools

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can have a significant impact on school and student success. Holistic approaches to education
that emphasize the need for schools, families, and communities to work together to create
supportive and nurturing learning environments for all students help build this engagement
(Henderson & Mapp, 2002).
Brown et al.’s (2022) study highlighted several dimensions of parental participation,
including involvement, engagement, and community. Involvement refers to parents’ active
participation in school-related activities, such as attending parent-teacher conferences or
volunteering. Engagement encompasses parents’ emotional connection with the school,
including their interest in their child’s education and willingness to support learning at home.
Community involves the establishment of collaborative relationships among parents, teachers,
and administrators to create a sense of belonging and shared responsibility (Brown et al., 2022).
Parents who are more involved in school activities tend to be more engaged and feel a stronger
sense of community, which positively affects student outcomes, such as academic achievement
and socioemotional development (Brown et al., 2022). Voluntary acts of parent participation as
well as school-sought-after acts of parent participation both have positive educational outcomes
for students (Jeynes, 2013).
There are various barriers to the equitable involvement of all parents, including language
barriers, limited resources, mistrust, and conflicting cultural expectations (Baquedano-López et
al., 2013). One method to strengthen this involvement is by the development of community
schools. Daniel et al. (2019) conducted a comprehensive study exploring key aspects of
community schools, their impact on student outcomes, and the essential conditions necessary for
effective teaching in this context. Ultimately, they found that effective teachers and practitioners
must also demonstrate a deep caring and commitment to democratic participation so that they

30
can negotiate the collective understanding that supports their work. Baquedano-López et al.
(2013) emphasized the need for teacher educators to address these barriers by promoting cultural
responsiveness, developing effective communication strategies, and fostering meaningful
partnerships with families and communities. Inclusive involvement practices such as these can
empower marginalized families and help bridge gaps between home and school as well
(Baquedano-López et al., 2013).
Recognizing and valuing diverse cultural practices and communication styles within
communities is also essential because the dominant approaches in schools often reflect middleclass norms and exclude marginalized families (Baquedano-López et al., 2013). Edwards et al.
(2021) described the importance of parental involvement, adult education, and community
organizing, emphasizing the role of social justice leadership in fostering positive change in a
school community. These changes can be leveraged with the use of enrollment data, which plays
a crucial role in understanding the diversity within educational systems and its implications for
educational policy and practice (California Department of Education, 2022).
Culturally Relevant Pedagogy
Ethnic studies policies have largely come from an increased desire to adjust instruction
and curricula to meet the backgrounds and needs of all students in public schools. Culturally
relevant pedagogy contains three main qualities:
Gloria Ladson-Billings proposed three main components of Culturally Relevant
Pedagogy: (a) a focus on student learning and academic success, (b) developing students’
cultural competence to assist students in developing positive ethnic and social identities,
and (c) supporting students’ critical consciousness or their ability to recognize and
critique societal inequalities. (California Department of Education, 2023a, para. 2)

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These are all qualities that can be found in ethnic studies and the pedagogy used to teach this
course.
There are large achievement benefits for students of color enrolled in ethnic studies,
particularly concerning their attendance, grade point average, and high school credits earned.
The causal effect of an ethnic studies curriculum is that it is inclusive of culturally relevant
pedagogy (Dee & Penner, 2017). The power of culturally responsive caring must be explored
through ethnic and cultural diversity in curriculum content. The positive effects of culturally
responsive teaching continue to help students as they enter the college and post-school years. All
students will perform better on multiple measures of achievement when teaching is filtered
through students’ own cultural experiences (Gay, 2018).
Teachers of minority groups should also be cognizant of how their practices and
reflections on those practices provide a way to define and recognize culturally relevant pedagogy
as a central area of investigation. It is vital to challenge the notions about the intersection of
culture and teaching that rely on earlier generations of work. Previous generations of work
suggested that cultural mismatches exist in societal structures, while educational institutions
perpetuate the same social inequalities (Ladson-Billings, 1995b). Further, it should raise
questions about what schools can and should be doing to promote academic success for all
students. To do this, teachers must go beyond encouraging academic success and cultural
competence. It involves helping students recognize, understand, and critique current social
inequities; the teachers themselves must recognize social inequities and their causes.
Good teaching practices are not enough. The centrality of good teaching plus culturally
relevant pedagogy leads to academic success (Ladson-Billings, 1995a). As students and
communities need to evolve, so do theories and concepts. An updated theory is referred to as

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culturally sustaining pedagogy (Ladson-Billings, 2014). Sustaining allows for more of a fluid
understanding of culture, and a teaching practice that explicitly engages questions of equity and
justice.
As adults research, craft, and implement structures and curricula, an important
stakeholder in the process to remember is the student. Student perceptions are important to study
when determining the effectiveness of multicultural education and skill development training
(Millhouse, 1986). Students gain significantly more rational attitudes toward diverse ethnic
groups when exposed to more diversity in people and ideas. Multicultural education and skill
development training is a significantly positive factor in improving rational and accepting
attitudes toward ethnic minority groups.
Education research is used as an analytic site for discussion, but the framework may be
transferable to other academic disciplines. According to Milner (2007), “Dangers, either seen,
unseen, or unforeseen, can emerge when we do not pay careful attention to our own and others’
racialized and cultural systems of coming to know, knowing, and experiencing the world”
(Abstract). Instead, that can focus on several interrelated qualities: researching the self,
researching the self in relation to others, engaged reflection and representation, and shifting from
the self to the system.
Theoretical Framework
Silverman (2021) noted that a conceptual framework helps researchers understand the
various aspects of a study and how they connect. The conceptual framework for this study helps
to form an understanding of how change processes can assist with pressures on the political
systems of schools. Figure 1 illustrates Easton’s process of a political system undergoing
Kotter’s change process.

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Easton’s Political Systems Model
Developing a method that analyzes the evolving behaviors and adaptations encompassed
in various political systems is ideal for understanding how political systems work (Easton, 1979).
The development of this structural analysis tool provides a deeper understanding and findings
into the conceptual intertwinings of political systems. Further, understanding this framework
fosters broader perspectives and helps to critically analyze power dynamics within a
community/organization. Easton’s approach develops a series of steps for decision-making in a
political system that is seen as delimited (i.e., without boundaries) and yet evolving and changing
(Easton, 1979). Easton noted that a political system is constantly under stress, which disrupts the
functioning of the system. The political system receives both demands and supports from
society, and it responds to the difficulties of demands to preserve itself. The demands and
supports received by the political system from society are inputs that become outputs, and a
feedback process then follows (Imene et al., 2023).
Critique
During the last half of the 20th century, the concept of a system was arguably the most
important in the theoretical repertoire of the discipline of American political science. Although
systems analysis was broadly employed in the behavioral sciences, Easton’s work was
particularly influential in the study of politics. Fullan (2015) outlined the “Elements of
Successful Change” in a larger examination of systems change within K–12 educational
institutions. These elements lend clarity to the extent of success produced by the district’s
consensus-building process. This is in part because he attempted to develop a distinct account of
the political system that was not theoretically subservient to either general systems theory or
conceptions of the social system such as that advanced by Talcott Parsons (Gunnell, 2013).

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There are many complexities behind Easton’s framework (Thomassen & Van Ham,
2017). As empirical research prompts the need for a consistent and simplified conceptual
framework, it can be challenging to utilize Easton’s framework considering so many of its
different aspects of the stresses, inputs, outputs, implementation, feedback loop, and outcomes.
Torfing and Triantafillou (2013) found that empirical research has largely ignored the demand
cycle, while attempts to explore the relationships underlying the supply cycle tend to suffer from
misconceptions of its terms. The authors proposed a framework for empirical theory that
addresses both shortcomings.
Figure 1
Conceptual Framework

35
Support
Easton’s political systems model can be regarded as the most important non-normative
general theory in modern times (Fuchs & Klingemann, 2011). It has been influential in the study
of politics. Fuchs and Klingemann added that Easton’s framework was to be used for the analysis
of political life, also known as “systems analysis.” Kriek (1995) praised Easton’s contribution to
political science. Since 1953, when The Political System appeared, Easton has published several
well-known books. Considering all of Easton’s works in relation to one another is important in
understanding his contribution properly. Easton emphasized that every action is “interrelated and
systematically networked,” consequently establishing a social system. These social and
comprehensive systems are made up of people and their interactions with one another. Thus,
Easton drew attention to the people in the system as role players, helping to perform in their
political roles.
Cited Research
Easton’s framework for theorizing political support continues to be influential for
pertinent research (Lu & Dickson, 2020). Due to the complexity of Easton’s arguments, there is
some confusion on how to classify and measure political support in existing research. An
interdisciplinary, analytical framework is proposed to assist managers in identifying and tracking
political sources of international business risk (Van Wyk, 2010). The framework fuses the
political science concept of political system with managerial science’s notion of sequential risk
flow. With identification and early warning of political risks, managers may be more proactive,
not merely reactive, in formulating and executing their risk management policies. Proactivity is
an important aspect of coherent frameworks of an organization.

36
Kotter and Fullan’s Change Theories
Fullan’s (2006) research considered the major premises of change knowledge and
focused on the need for motivation, capacity building, learning in context, changing context, a
bias for reflective action, tri-level engagement (district, community, and state), and persistence
and flexibility. In a broader context, looking at all industries, Kotter (2012) outlined the steps for
change leaders to take to achieve successful change. In particular, these eight steps include
creating a sense of urgency, developing vision and strategies, communicating a change vision,
removing barriers to action, accomplishing short-term wins, building on change, and making
change stick (Kotter, 2012). Both Kotter and Fullan also addressed how change often can fail.
Fullan provided examples that show errors in a change process when having an incomplete
theory of action that does not get close to the reality of what is happening in schools and
highlighted the need to have a strategy of change that focuses on simultaneously changing
individuals and the culture or system within which they work. Kotter’s pitfalls help support
Fullan’s errors by noting a need for governance, resources, buy-in, and clarity and
communication of vision.
Summary
This case study focused on the adoption of an ethnic studies curriculum in a Southern
California school district. Ethnic studies became a graduation requirement through AB 101 in
2021, following a time of political tension with particular attention on public schools (Gomez,
2020). The political left welcomed the new graduation requirement after the Trump
administration’s treatment of the U.S. immigrant population and the unnecessary killings of
many Americans of color, such as George Floyd and Breonna Taylor (Christián et al., 2022;
Uscinski et al., 2021). Some of these political stresses also put pressure on schools.

37
Many young Americans have experienced ethnic studies in colleges and universities,
which also helped create a grassroots movement supporting the course being brought to the K–12
setting, creating a demand on the political system (Kim, 2020). Ethnic studies is culturally
responsive in its approach and teaching methods, which further elevates the course as benefiting
all students in creating cultural competence and understanding of inequities that support the
political system (Dee & Penner, 2017). The political right, however, has largely feared the
implementation of the course, seeing this as a negative curriculum toward White students and as
another mandate to control them post-COVID-19, which is an opposing stress on the political
system (Young, 2022).
Despite the political climate, the school district in this case study chose to go through an
adoption process before the mandate’s 2030 deadline so that all students could begin taking
ethnic studies as a graduation requirement. This process required community engagement of
various stakeholders to create a guiding coalition. Voluntary parent participation not only is
essential for true collective district decision-making but also leads to greater student success in
school (Henderson & Mapp, 2002). It is also important to note that inclusive engagement
practices with marginalized families can help bridge gaps between school and home by
developing strong relationships and communication practices (Jeynes, 2013).

38
Chapter Three: Methodology
In fall 2021, California became the first state to add an ethnic studies component to its
basic graduation requirements (Cal. Assemb. B. 101, Chapter 661 [Cal. Stat. 2021]). The broader
aim of the bill was to move the state away from the “deficit notions of the resources of
Communities of Color” that have “fueled intolerance, bigotry, and assimilation throughout the
history of U.S. public education” (del Carmen Salazar, 2013, p. 122) and toward a future where
all students are exposed to a broad curriculum that acknowledges and celebrates the historical
struggles and contributions of Native American, Latino, African American, Asian American, and
Pacific Islander Californians to the state (California Department of Education, 2022). This new
curriculum has special importance in California, as the state serves the largest student population
and is among the most diverse in the nation, with approximately 6.2 million students speaking
more than 90 languages (California Department of Education, 2023b). More than three quarters
of California’s K–12 students are non-White: 55% Latinx, 22% White, 12% Asian or Pacific
Islander, and 5% African American.
When the ethnic studies course as a graduation requirement was voted into law, it
brought celebration for some families, but fear and anger for others (Kim, 2020; Rothermich,
2021). This bill quickly became controversial and the subject of many school board meetings as
districts began considering its implementation (Andruss, 2022). This particular moment in time
holds great importance due to the mass psychological effects of large populations in quarantine
and the financial impact of large-scale unemployment due to COVID-19, which may have
caused the escalation of social movements as a way to escape isolation (Christián et al., 2022).
Ethnic studies gained attention on both sides of political action groups—some believing the

39
course needed immediate implementation and was past due, and some believing that this
course’s purpose was divisive and should not be implemented at all.
Research has claimed two broad categories of support for ethnic studies: personal
academic empowerment of the student and increased understanding of diverse people. Dee and
Penner’s (2017) causal study in San Francisco schools provided evidence that ethnic studies
courses, taught with fidelity to the stated aims and with culturally relevant instruction, resulted in
improved grade point averages for students of color and increases in credits earned. Bonilla et al.
(2021) completed a study in the San Francisco Unified School District that also demonstrated
positive outcomes, including increased graduation rates, for students enrolled in ethnic studies
courses. De los Ríos et al. (2015) identified increased civic engagement with local and state
issues as a product of enrollment in ethnic studies courses.
This group study examined one Southern California district that engaged in stakeholder
input strategies before the adoption of ethnic studies in advance of the state requirement. Despite
the media coverage of heated political debates between school boards and community groups
resulting in recall efforts, there has been a lack of discussion about the engagement process in the
literature and few to no studies dedicated to the behaviors and activities of districts as they
construct and reconstruct their social reality through educational policy. As California districts
approach the 2029–2030 school year, ethnic studies will become a mandate, and the community
pressure felt by school boards will be faced by more than just a few early adopters. This group
case study focused on a large K–12 school district in Southern California during the adoption
process of an intersectional ethnic studies curriculum. Specifically, we were interested in
examining the engagement process with the community in the context of policy adoption amid
rapid political polarization in the post–George Floyd Trump administration era. While we

40
studied this as a group, each researcher explored a different stakeholder group to gain a deeper
understanding of the experiences of each.
Purpose of the Study
Through an engagement process among multiple educational partners, the school district
was able to approve an intersectional ethnic studies adoption. This study focused on educational
partners in the local and broader community who participated in the engagement process. The
group investigated the experiences of approximately 34 stakeholders and their understanding of
the stresses, demands/supports, and systems that led to the decision for early implementation.
This study was guided by the following research questions, organized by educational
partner.
Educational Partner: School Board Members and Senior District Leaders
1. What stresses led the district to implement a community engagement process before
making the decision to adopt intersectional ethnic studies?
2. What did the school board and senior district leaders hope to accomplish through the
adoption of a community engagement “campaign”?
3. What impact did the community engagement process have on board members and
senior district leaders regarding the adoption of intersectional ethnic studies?
Educational Partner: Community Organizers
1. What was the motivation of community organizers for participating in the school
district’s dialogue regarding the adoption of an ethnic studies curriculum?
2. What were the community organizers’ concerns about the district’s adoption of
intersectional ethnic studies during the engagement process?

41
3. How, if at all, did the engagement process about intersectional ethnic studies by a
school district affect community organizers’ confidence in district decision-making?
Educational Partner: Consultants
1. How do consultants in a Southern California school district describe their
participation and role in the steps leading up to the implementation of intersectional
ethnic studies?
2. What challenges did the consultants encounter in the steps leading up to the early
implementation of intersectional ethnic studies?
3. What impact do the consultants think their work had on the process toward
implementing intersectional ethnic studies?
Educational Partner: Teachers
1. How do teachers describe the Southern California School District’s process for
engaging teachers in policy decisions?
2. In what ways do teachers in the Southern California School District describe the
community engagement prior to the adoption of ethnic studies?
3. What are the teachers’ attitudes toward the state ethnic studies curriculum,
instructional practices, and learning goals?
Educational Partner: District and Site Administrators
1. From an administrator’s perspective, what led the district to implement the
community engagement process that led to the adoption of a K–12 intersectional
ethnic studies resolution?
2. How were site and district administrators involved in the community engagement

42
process that led to the adoption of a K–12 intersectional ethnic studies resolution?
3. What are administrators’ perceptions of the consensus-building process that led to
adopting an intersectional ethnic studies resolution?
Educational Partner: Parents
1. How did parents perceive the communication by the district and its representatives
during the ethnic studies adoption process?
2. In what ways, if any, did parents engage in the ethnic studies adoption process?
3. How was parental input received by the district and its representatives?
Selection of the Population
School Board Members and Consultants
To conduct this study, the researchers used census sampling because the researchers
wanted to interview all participants within both educational partners. This type of sampling
supported the study because there was such a small number of sitting board members (five),
district leadership (two), and consultants (five); an attempt was made to include all individuals
involved at the time.
Community Organizers
The researcher interviewed members of a social activist group in the local community
who participated in one Southern California school district’s adoption process of the ethnic
studies graduation requirement. The researcher found contact information for the group on
Facebook and began an email exchange to send a request to interview the group. Six members of
this group agreed to participate. The researcher attempted to involve all members of the group.
Gaining knowledge from the interviews may help educational leaders gain insight for their

43
adoption process of both the ethnic studies graduation requirement and other curricular or
instructional changes in the future.
Parents and Teachers
Participants in this study included 28 classroom teachers and 11 parents in a Southern
California school district. The school district serves approximately 25,000 students, from
kindergarten through 12th grade. The screener identified potential participants for interviews:
current teachers who were also employed by the district as a teacher in the 2021–2022 academic
school year. The researcher contacted parents with help from the assistant superintendent’s
office. These parents confirmed via a screener survey that their children were enrolled in the
school for the 2021–2022 academic year. Following the survey, emails were sent out to those
parents who had indicated their willingness to participate in the interview process.
The study used purposive sampling (Johnson & Christensen, 2017) where, specifically,
social science and English language arts teachers were selected because a credential in these
licenses may be required to teach standalone ethnic studies courses. The process of selection
required using a screener for all teachers in the selected school districts by the method of random
sampling. A random sample of teachers could provide a representative sample that resembles the
population group the researcher is interested in studying (Johnson & Christensen, 2017). Some
sampling issues that may have arisen:
1. This study was time intensive, and participants had to be willing to submit to hours of
interviews and taking surveys.
2. The scope of this study was limited to a snapshot of a set of individuals in one single
district; thus, it is not generalizable.

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District Administrators
The researcher interviewed six site and district administrators who were employed in
administrative positions during the 2021–2022 academic year. The researcher was connected
with these individuals via the office of the assistant superintendent and confirmed their
employment in the district during the 2021–2022 school year as administrators during the
individual interviews. An email was sent to all administrators from a member of the district
administrative team inviting them to participate in the study, but no additional administrators
contacted the researcher and expressed interest in participating.
Design Summary
Overview of Methodology
The methodology included qualitative data from semi-structured interviews to seek
specific information while also allowing for respondents’ worldviews to emerge (Merriam &
Tisdell, 2016). Consistent with the grounded theory that shaped this study, this method allowed
the researcher to ask all participants the same questions but left space for flexibility to follow the
respondent’s thoughts if something unexpected emerged (Lochmiller & Lester, 2017). The
interviews also included possible topics for the participants to have room to share their
experiences and perspectives that might not have been shared through the set questions. The
design and methodology were appropriate because they presented an in-depth understanding of
respondents’ experiences. It is unlikely that surveys alone could have produced the rich and
varied responses that can be elicited through interviews.
Conceptual Framework
The conceptual framework for this study was rooted in Easton’s (1979) political systems
framework, with consideration to Kotter’s (1996) change model. Easton’s framework provided a

45
method for organizing interview data into phases of the consensus-building process. Kotter’s
model outlines eight steps to leading change. This case study was focused on the efforts of one
Southern California school district to reach a consensus around the adoption of an intersectional
ethnic studies resolution. Therefore, the data were organized and analyzed using only the first
four phases of Easton’s (1979) framework (stresses, inputs, school systems as a political system,
and outputs and policies) and the first four steps of Kotter’s (1996) change model (create
urgency, build a powerful coalition, create a vision for change, and communicate the vision). The
case study explicitly limited its scope to these four phases and steps and did not include the
experiences after the ethnic studies resolution adoption nor the experiences of the district during
implementation. Therefore, neither the feedback loop portion of the political systems framework
nor the last four steps of the change model were incorporated as a part of the analysis. Within the
specific phase of school systems as a political system, Kotter’s change model was used to further
examine the extent of success produced by the district’s community engagement process.
In Easton’s (1979) political systems framework, stresses lead to a needed change; this
aligns with what Kotter (1996) identified as creating urgency. Easton asserted that the demands
and supports drive the policy change. In the instance of this case study, the stresses initiating the
change came in the form of a highlighted gap in content for historically marginalized students
and a fully White-centered curriculum. This conversation gained momentum out of national
events such as George Floyd’s murder at the hands of a police officer on duty, and an increase in
hate crimes focused on Asian Americans following the COVID-19 pandemic. Out of these
events, an activist group came to the local school district to demand that the already-passed AB
101 be implemented before the prescribed date. The innovation of ethnic studies in the initiation

46
phase led to support of the change from those within the school district and external change
agents in the consultants and non-district stakeholders.
Instrumentation and Protocols
The qualitative data were gathered through the use of interviews; questions were written
to ensure that they targeted the research questions and anticipated follow-up probes (see
Appendices A–H). The interviews conducted were open ended and semi-structured using an
interview guide, and the researchers took notes during the process (Patton, 2002). To stimulate
in-depth responses, the researchers included various types of questions that targeted the
experiences, opinions, feelings, and understanding of each stakeholder (Merriam & Tisdell,
2016). The researchers ensured that multiple (double-barreled) questions and leading questions
were not included in the protocol (Merriam & Tisdell, 2016).
Data Collection
Before the interviews, the researchers gained access to the participants through screeners,
census sampling, and snowball sampling. The researchers contacted participants with an email
introducing the study, their rights as participants, and the logistics of the interview if they chose
to participate. An integral addition to the email was including what the participants would get
from participating, also known as reciprocity (Bogdan & Biklen, 2007). The researchers shared
how the participants’ experiences would support and inform other educational leaders on how to
implement any initiative, policy, or change that is considered polarizing or controversial. The
information and logistics of the interview were provided to the participants in advance. At the
start of each interview, participants were reminded of their rights and that the interview would be
recorded. Each interview took 60–90 minutes. After meeting with each participant, the
researchers transcribed and reviewed all the data from the recorded interviews.

47
Data Analysis
This study utilized a qualitative approach, deriving the data from interviews, transcription
of meeting notes, and analysis of district surveys given during the adoption process. All of the
items in the interview protocols were directly linked to the research questions, which guided the
data analysis. In instances where interviews were given in a language other than English,
transcription into English was completed with the assistance of a translator. To maintain
confidentiality and protect the participants’ information provided, all identifying information in
the transcription and analysis that followed was unlinked to ensure responses were not
identifiable to individuals.
After data were collected from the interviews, the researchers followed the steps of
transcribing, coding the data, synthesizing, and then looking for patterns (Bogden & Biklen,
2007). The researchers used Zoom, an online conferencing platform, to transcribe the recorded
interviews, which were then loaded into Nvivo, a data management tool, to manually code the
data. Before coding, the researchers made sure to organize the data by breaking it down into
manageable pieces. Researcher triangulation was utilized, where six different researchers
focused on the same case study but different educational partners to generate a more in-depth
understanding of the process leading up to the decision to implement intersectional ethnic studies
early (Lochmiller & Lester, 2017).
Validity and Reliability
The study was conducted with careful attention to the ways the data were collected and
findings were presented (Merriam & Tisdell, 2016). The researchers followed multiple steps to
promote validity and reliability throughout the study, including member checking, adequate time
spent collecting the data, self-reflection on any assumptions/biases, peer review, audit trail, and

48
purposefully seeking variation in the sample selection (Merriam & Tisdell, 2016). To ensure that
there was internal validity in the study, the researchers used data triangulation to check for
consistency of findings among the data gathered from examining documents and artifacts,
interview data, and the extensive literature review. Easton’s (1979) political systems model and
Kotter’s (1996) change model were applied as a method of linking the findings within these
larger perspectives (see Figure 1). As the interviews sought to obtain information about events
that occurred during the previous school year, the responses may have been subject to
degradation of memory over the intervening year. This possible degradation of memory may
have affected the reliability and validity of the interview results.
Summary
This case study used a qualitative approach using data from document analysis and semistructured interviews to elicit information from sample participants to address the study research
questions. The data from the six stakeholder group interviews helped paint a data-rich picture of
the experiences with one Southern California school district’s adoption process of an
intersectional ethnic studies curriculum. The data also helped the researchers understand the
tensions that the participants faced throughout the process leading up to the decision. These
findings are presented in Chapter Four, with a discussion of the findings in Chapter Five and a
comprehensive analysis of all individual data in Chapter Six.

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Chapter Four: Findings
In this study, I explored the implementation of intersectional ethnic studies in a Southern
California school district, emphasizing parental perceptions and engagement. I investigated the
extent of parental involvement in the development and adoption of a culturally responsive
curriculum, and the results highlighted their awareness and actions concerning social and
educational inequities. I applied Easton’s political systems framework to analyze this
engagement as a political action, assessing its impact on the policymaking process.
Key findings revealed that although a considerable number of parents actively
participated, they had notable concerns regarding the district’s communication effectiveness and
its alignment with community values. These concerns suggest a need for improved transparency
and engagement strategies. Moreover, the research identified a gap between the welcomed
parental input and its tangible influence on decision-making. Despite these challenges, the
diversity in parental engagement and perspectives suggests a broad recognition of the importance
of cultural sensitivity and academic rigor in the curriculum.
In this study, I synthesized these insights through three main research questions, focusing
on parental perceptions of district communication, the nature of their engagement, and the
reception of their contributions. The study results emphasized the importance of effective
communication and inclusive strategies in fostering meaningful parental involvement and
ensuring that the curriculum resonates with the community’s diverse background and
expectations.
Introduction of the District’s Intersectional Ethnic Studies Parent Engagement Process
Before exploring data trends, I will provide an overview of the Southern California
school district’s strategy for involving families in the adoption of intersectional ethnic studies. I

50
conducted a thorough document analysis of publicly available district documents, which shed
light on the selected school district’s parent outreach strategies for the intersectional ethnic
studies resolution. The materials examined included intersectional ethnic studies resolution
presentation materials, survey results related to the intersectional ethnic studies resolution,
documents from district advisory meetings (agendas, minutes, backup documents, and
intersectional ethnic studies resolution presentations), intersectional ethnic studies resolution
board meeting presentations, and public comments made during board meetings. In cases where
clarity was needed, the document analysis of public documentation provided additional details
not evident in parent interviews. The timeframe for this process began in 2021.
In fall 2021, amid COVID-19 restrictions, the Southern California school district
prioritized accessibility and transparency by showcasing all intersectional ethnic studies
resolution presentations on its public website. These presentations, aimed at the board of trustees,
parent advisory groups, and the broader community, ensured the continuation of critical dialogue
on intersectional ethnic studies despite the pandemic’s limitations on in-person gatherings. This
digital approach not only complied with health guidelines but also facilitated an inclusive and
uninterrupted engagement with the resolution’s content, highlighting the district’s commitment
to educational equity and community involvement during challenging times.
In addition, the district’s approach involved the careful selection of learning partners for
the intersectional ethnic studies resolution implementation process. These partners were chosen
based on their applications, connection to local communities, experience in intersectional ethnic
studies or social science, and stated commitment to honor the process’s community agreements.
This commitment included a dedication to working with peers of differing backgrounds and

51
beliefs through civil discourse. The resulting group was composed of 34 members who
demonstrated a strong commitment to the intersectional ethnic studies resolution process.
A review and analysis of the intersectional ethnic studies resolution PowerPoint utilized
in the District English Learner Advisory Committee meetings revealed that the initial outreach to
parents and the community provided a high-level summary of the intersectional ethnic studies
resolution plan and its implementation process. This overview offered parents a general
understanding of the intersectional ethnic studies resolution process, emphasizing its alignment
with the district’s educational framework and budget. The presentation also outlined the
intersectional ethnic studies resolution engagement timeline, illustrating the various opportunities
for parents and community members to provide feedback.
As documented in the intersectional ethnic studies resolution materials and interview
responses, parents received multiple communications informing them of diverse opportunities to
participate in the intersectional ethnic studies resolution process and voice their perspectives.
Communication methods included postings on the Southern California school district’s public
website, emails, voice-recorded phone messages, text messaging, radio announcements, flyers,
social media posts, notices at school sites, and other digital platforms employed by the district to
disseminate information to parents, staff, and the community.
Participants
This qualitative study, focusing on a Southern California school district, engaged parents
through surveys, interviews, and targeted telephone conversations to explore their involvement
in adopting an ethnic studies resolution, influenced by California’s Assembly Bill 101. The
research aimed to understand parents’ perceptions of their involvement, their feelings about
engagement activities, and their preferences in methods of engagement. Initially targeting 20

52
parents, the study continued until saturation was reached on key variables. A total of 11
,participants, representing diverse roles within the educational community, contributed insights.
Table 1 contains the pseudonyms and characteristics of select participants.
The data, gathered through a series of guided telephone interviews and recorded in
detailed notes, were transcribed, coded, and analyzed for emerging patterns and themes, with
outside readers enhancing the validity of this analysis. The study aimed to comprehensively
understand the roles and views of parents in the district’s educational changes. The parent
participants, along with other district figures, represented diverse ethnic backgrounds, reflecting
the ethnic distribution of the student population in California public schools, as highlighted by
the California Department of Education’s 2021–2022 data. This diversity is particularly pertinent
because the ethnic studies curriculum focuses on four major ethnic groups: African American,
Latino, Native American, and Asian American, groups historically marginalized in educational
content. The adoption of the resolution aimed to rectify these historical disparities.
Table 1
Summary of Participants
Pseudonym Characteristics
Community Parent parent, active community member
Veteran Parent parent, school volunteer, military veteran
LearningLead Parent parent, involved in literacy programs, bilingual
Alumnus Parent parent, alumnus of district
ScholarSage Parent parent, teacher
Professor Parent parent, college professor, interested in policy changes

53
The study leveraged parents’ engagement, through their participation in surveys and
interviews. This approach provided a multifaceted understanding of how culturally responsive
education is perceived and its anticipated impact on students. The study delved into the depth
and nature of parental involvement in the educational change process. This included examining
their roles in decision-making and advocating for an intersectional ethnic studies resolution that
was inclusive and reflective of the diverse cultural backgrounds of the student body.
Highlighting the role of parents as pivotal stakeholders in educational reforms,
particularly in the adoption of intersectional ethnic studies in a Southern California school
district, this research is significant. It aimed to evaluate not only the empowerment of parents but
also the effectiveness of the engagement of all participants in influencing educational policies
and practices within the district. Applying Easton’s political systems framework, this research
examined how parental inputs, in the form of demands for inclusive curricula and support for
intersectional ethnic studies, navigate the political system of the school district. It further
investigated how these inputs result in outputs, such as policy decisions and curriculum changes,
thereby shaping the educational landscape to reflect diverse cultural perspectives and promote
equity.
This integration of Easton’s framework provides a more comprehensive understanding of
the dynamic relationship between community stakeholders and the educational system,
highlighting the process of how community demands and supports lead to tangible changes in
educational policies and practices.
Results for Research Question 1
Research Question 1 asked the following: How did parents perceive the communication
by the district and its representatives during the ethnic studies adoption process?

54
The first research question focused on parental perception of communication during the
ethnic studies adoption process. Parents generally perceived the district’s communication as
lacking in proactive engagement and inclusiveness. Parents felt that their inputs were not
adequately considered in the decision-making process, leading to a sense of disconnect between
their expectations and the district’s actions. Veteran Parent said,
I didn’t get very much about the ethnic study stuff. So, that’s why I didn’t get any of
those task force notifications or any of the small group notifications, because I didn’t get
any of those. So, I wasn’t involved in any of that, which was kind of disappointing
because I thought I was a pretty good participant, that I was pretty up and positive and
involved, and I don’t know, but alas, I didn’t get called again. So, negative points.
This statement highlighted the participant’s feeling of being left out of the loop or not
adequately engaged in the process after their initial involvement.
The outputs, in terms of communication strategies, were seen as insufficient in clarifying
the district’s intentions or resonating with community values. This led to feedback from parents
indicating a need for improved engagement and transparency to align better with their
expectations for their children’s education. Interviews revealed evidence of parents indicating a
need for improved engagement and transparency to better align with their expectations for their
children’s education. Alumnus Parent offered one suggestion:
They might think about sending hard-copy flyers home. I know they try not to kill trees,
but sometimes it’s easier to do that, to get a home notification that way, than just the
technology, because people have a tendency just to swipe up and make it go away.

55
This comment indicated that the parent felt the communication methods could be
improved to ensure that information is effectively received and acknowledged, thereby
enhancing parent engagement and ensuring transparency.
These findings underscored the necessity for a more inclusive, transparent, and
responsive communication approach from the district to support the successful adoption of ethnic
studies programs.
One major theme emerged from the participants’ responses to questions related to
Research Question 1: communication clarity and community resonance. This theme emphasizes
the critical nature of the district’s communication strategies concerning ethnic studies as
perceived by parents and families. It focuses on the effectiveness, clarity, transparency, and
alignment of these communications with community values. Drawing from Easton’s systems
theory framework, this theme can be analyzed in the context of the political system model,
consisting of inputs, the decision-making process, outputs, and feedback. Inputs (parents and
families) had specific expectations and concerns regarding the ethnic studies program. It was
crucial to gauge their initial understanding, the perceived benefits or drawbacks, and any cultural
or social apprehensions they might have had. Community Parent said, “When I came into the,
you know, community group . . . we knew that there was a policy change.”
The decision-making process was the district’s incorporation of these inputs into its
decision-making process as a focal point. Analyzing how the district communicated its
intentions, the rationale behind adopting ethnic studies, and how it addressed various parental
concerns is essential. Professor Parent expressed frustration with the district’s approach: “They
did not want to listen or hear our resolution. We presented it several times via email before we
even brought it to the board meeting.” In the context of Easton’s systems theory, educational

56
leadership plays a crucial role in evaluating the outputs, particularly in how specific
communication strategies and materials are deployed by the school district. Such an analysis is
fundamental to determining the effectiveness of these outputs in promoting clarity and
transparency, which are vital within Easton’s conceptual framework. It involves a
comprehensive review of the extent to which the district’s communications resonate with the
community’s values and expectations, illustrating how outputs serve as responses to the system’s
social and political milieu.
Moreover, this perspective includes a detailed examination of the feedback mechanism,
an intrinsic part of Easton’s model, by scrutinizing the community’s, especially parents’ and
families’, reactions to the school district’s communication endeavors. Assessing their levels of
satisfaction, understanding, and engagement enables educational leaders to gain essential insights
into the effectiveness of the communication strategies employed. This process is integral to
appreciating the feedback loop highlighted by Easton as pivotal for ascertaining the system’s
operational success and adaptability (Easton, 1965).
Integrating this approach with the theme of communication clarity and community
resonance allows for an in-depth analysis of the district’s communication practices during crucial
initiatives, such as the ethnic studies resolution adoption process. By focusing on how these
communications were perceived by parents and families concerning clarity, effectiveness, and
alignment with community values, educational leaders can effectively gauge and enhance the
impact of their communication strategies within the systems framework defined by Easton.
Based on the synthesis of 11 surveys and interviews with various parents from a Southern
California school district, there was a general sentiment that the district’s communication during
the ethnic studies adoption process was neither proactive nor sufficiently inclusive. Parents

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expressed that they felt the district’s approach was reactive and that their inputs were not
adequately considered in the decision-making process. The outputs—communication materials
and strategies—did not effectively clarify the district’s intentions or resonate with community
values. Feedback from parents indicated a need for improved engagement and transparency to
align with their expectations for their children’s education.
Parental perceptions of the district’s communication during the ethnic studies adoption
process revealed significant gaps in effectiveness, clarity, and resonance with community values.
By applying Easton’s systems theory framework to the theme of “communication clarity and
community resonance,” this analysis provides a structured approach to understand where the
district’s strategies may have fallen short and how they can be improved. The insights from
parents point toward a need for a more inclusive, transparent, and responsive communication
approach to foster a supportive environment for the successful adoption of ethnic studies
programs. The parents’ reflections can be summarized with the following points:
• Many parents were introduced to ethnic studies through community advocacy rather
than through the district’s initiatives, with one parent stating, “Definitely through
community work.”
• The efforts to engage with the district were substantial, involving “6 to 8 months of
drafting and doing the forums for different community folks to be part of it.”
• There was a clear frustration with the district’s initial unresponsiveness: “We reached
out to them, and they said there was no resolution; we came to board meetings and
they told us, the board told us that there was no directive.”

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• The process of getting the district to consider the resolution involved overcoming
significant hurdles: “Once the board members knew about it, they kind of, they
questioned and why they hadn’t been informed.”
• Communication about the process was often not directly from the district: “I found
out through my community group . . . and then I found out through different board
members, social media.”
• Concerning the district’s communication strategy, a parent noted, “They have put
things on the website. . . . But as a parent, now I know like if they want to tell us
something, they will; you know, they will do it right away.”
• On the topic of gender in the curriculum, there was a notable absence of dialogue:
“They didn’t want the word gender on the title but that they kept some points
included within the resolution.”
• The push for a comprehensive K–12 ethnic studies curriculum was a point of
contention, with parents advocating for more than what the district initially offered:
“We pushed back to make it a case to the 12th ethnic studies resolution . . . the final
resolution that was drafted included K through 12.”
The parents’ perspectives collected from these interviews highlighted a collective effort
to participate in the educational policymaking process and a desire for more transparent,
inclusive communication from the district regarding important curricular changes.
Results for Research Question 2
Research Question 2 asked the following: In what ways, if any, did parents engage in the
ethnic studies adoption process?

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The second research question explored the extent of parental engagement in the ethnic
studies adoption process. The study revealed that parental engagement was significant and
impactful. Parents actively participated in the process through dialogue and involvement in a task
force, contributing to a responsive adoption process. Their involvement was not just peripheral
but a core component of the educational evolution, with diverse views being shared and a deeper
understanding developed over time. The district’s commitment to transparency and
responsiveness was evident, as it ensured that the adoption of the resolution was informed by a
wide range of parental input. This engagement reflects the district’s commitment to including
parents as key stakeholders in the educational reform process, particularly in the adoption of
intersectional ethnic studies. The theme of engaged family dialogue, including transparency and
responsiveness, was central to understanding the extent of parental engagement in the process.
The district’s dedication to integrating ethnic studies was reflected by Anderson and
Calderon (2023), who noted that, regarding the California State Board’s Ethnic Studies Model
Curriculum, parental engagement was not a peripheral element but rather a core component of
this educational evolution. A parent in the thick of the process articulated the value of diverse
viewpoints: “Joining the ethnic studies group was an enlightening experience, allowing us to
share our diverse views.” Another parent’s engagement deepened over time: “My journey began
with support for ethnic studies, evolving into a quest for deeper understanding and dialogue”
(Anderson & Calderon, 2023 p.5). This underscores the dynamic and dialogic nature of parental
involvement.
The strategies employed by the district in developing a board resolution and an ethnic
studies elective course were complemented by professional development for educators. This was

60
pivotal in fostering an environment where educators could engage with personal beliefs and
biases, a step seen as crucial for implementing an effective ethnic studies curriculum.
Engagement was further characterized by a willingness to listen and adapt, indicated by a
parent’s feedback that “the curriculum should not only celebrate diversity but also confront the
realities our children face” (Anderson & Calderon, 2023, p.5), emphasizing the need for a
curriculum that is both celebratory and challenging. The district’s response to such feedback was
to establish a community task force, inviting parents to guide the curriculum development to
ensure it resonated with the community’s identity and values.
Family dialogue also included navigating and acknowledging divergent perspectives, as
seen in varied community feedback. One parent expressed a forward-looking sentiment: “Ethnic
studies is incredibly important to our community value. I hope this curriculum will help students
feel safe and more confident in their identity.” Another parent offered a hopeful view of the
extended impact: “I am very hopeful about the incorporation of ethnic studies across grades . . .
and the extra training and awareness offered to teachers.” However, not all voices echoed the
same sentiment, as some parents questioned the prioritization of ethnic studies over other
academic subjects, while another parent challenged the narrative of oppression, which is often a
focal point in ethnic studies discussions.
The engagement process can be viewed through Easton’s (1979) political systems
framework, as a feedback loop of community demands and district responses. Fullan’s (2006)
emphasis on motivation and capacity building in change knowledge, and Kotter’s (2012) steps
for successful change, including creating urgency and developing a vision, were reflected in the
district’s approach to parental engagement. The district’s initiative displayed a commitment to

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transparency and responsiveness, ensuring that the resolution’s adoption was informed by a wide
range of parental input, thus fostering a sense of ownership and investment among families.
In summary, parents engaged in the ethnic studies adoption process through active
participation, dialogue, and a task force, contributing to a responsive adoption process. The
district’s approach to engaging parents, characterized by direct participation and a commitment
to inclusive and responsive education, is well aligned with the scholarly works that underline the
importance of community engagement, professional development, and strategic approaches to
educational change.
Results for Research Question 3
Research Question 3 asked the following: How was parental input received by the district
and its representatives?
The third research question, which inquired about how parental input was received by the
district and its representatives, indicated a complex dynamic. Although parents felt their initial
involvement was welcomed, there was a lapse in ongoing communication and inclusion of their
inputs in the later stages of the process. The theme that emerged from the responses related to
Research Question 3 was valued parental perspectives and integrated feedback. The district
adapted to initial feedback but struggled to maintain this responsiveness consistently. This
finding highlighted a need for continuous and effective communication strategies to sustain
parental involvement and to ensure their inputs are consistently reflected in educational policies.
The adoption process of ethnic studies within this Southern California school district
exemplified the critical significance of parental involvement in the formulation of educational
policies, resonating with Henderson and Mapp’s (2002) insights on this topic: “The involvement
of families in school life is central to high student achievement” (p. 23). In this district, parents

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were not mere spectators but active contributors to the discussions shaping the ethnic studies
curriculum. Their experiences underscored the diversity and necessity of community engagement
in effective educational policy development.
Parent engagement evolved significantly throughout this process. Initially, many parents
supported the introduction of ethnic studies, but as their involvement deepened, they sought a
more profound understanding of what their children were learning. This transformation aligned
with Epstein’s (2018) findings on the evolution of parental engagement in the educational
journey: “Parental engagement must evolve to meet the changing needs in a child’s education”
(p. 45). This journey from support to a desire for deeper knowledge exemplifies the dynamic
nature of parent-school interactions and the need for ongoing engagement and learning.
However, the process was not without its challenges, particularly in maintaining effective
communication. Some parents felt that although the district initially welcomed their input, there
was a lapse in ongoing communication. This observation aligned with Epstein’s (2018) concerns
about the challenges of sustaining parental involvement: “Sustaining involvement requires
effective communication strategies” (p. 60), representing a crucial area for improvement in
parent-school partnerships.
The district’s approach can be contextualized within Easton’s (1957) political systems
framework. This framework emphasized the responsiveness of systems to feedback and
demands: “A responsive system adapts to feedback for its survival and efficiency” (Easton,
1957, p. 108). The district’s engagement with parents and the incorporation of their feedback
into the curriculum proposal demonstrated an adaptive and responsive system. However, the
communication challenges highlighted where the system’s responsiveness could be further
enhanced.

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The ethnic studies adoption process at this Southern California school district
underscored the importance of parental engagement and the challenges of sustaining effective
communication. The experiences aligned with educational theories and frameworks, as noted by
scholars like Henderson and Mapp (2002), and reflected Easton’s (1979) principles of responsive
and adaptive systems. This case study advocates for educational systems that are responsive to
the needs and demands of their communities, a principle Easton (1979, p. 112) strongly
supported.
Summary
This study explored parental perceptions of communication, engagement levels, and the
reception of their input by the district. The findings are organized into six themes:
communication clarity, engaged family dialogue, valued parental perspectives, diverse family
perspectives and cultural sensitivities, communication and engagement challenges, and balancing
school and home cultures.
A detailed document analysis provided insights into the district’s strategy for family
involvement in the intersectional ethnic studies adoption process. Despite the district’s
comprehensive communication methods, parents felt their contributions were not adequately
considered, leading to a sense of detachment from the district’s decisions.
Eleven parents, representing diverse ethnic backgrounds, were engaged through surveys
and interviews to explore their involvement and perceptions. Their feedback suggested that
although initial involvement was welcomed, there was a lack of consistent communication,
resulting in their inputs not being fully integrated into policy decisions.
In addressing the research questions, the following findings emerged:

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1. Communication by the district was perceived as lacking in proactive engagement and
inclusiveness.
2. Parents engaged significantly in the process through dialogue and involvement in a
task force.
3. Parents felt their input was initially welcomed but not consistently reflected in later
stages.
The application of Easton’s political systems framework, when interwoven with Fullan’s
change theory, provided a robust analytical lens for examining the interplay between community
stakeholders and the educational system, particularly in the context of the Southern California
school district’s adoption of intersectional ethnic studies. Fullan’s change theory emphasized the
importance of moral purpose, understanding change, and building relationships (Fullan, 2006),
which are critical components in fostering an environment where educational reforms can be
successfully implemented and sustained.
Integrating Easton’s model with Fullan’s principles illuminates how parental demands—
when aligned with a moral purpose such as equity and inclusion—act as inputs that trigger the
educational system’s change processes. Fullan posited that change is not an event but a journey
that requires a deep understanding of its dynamics (Fullan, 2006). This perspective was evident
as parents embarked on a journey from initial engagement to a more profound dialogue
concerning the ethnic studies curriculum, reflecting a deepening understanding of the change
process.
The study illuminated how these inputs were initially received and processed by the
district, resulting in the development and eventual adoption of the intersectional ethnic studies
curriculum. However, consistent with Fullan’s assertion that change requires relationship-

65
building and transparency (Fullan, 2006), the findings indicated that the district’s efforts waned
over time, suggesting a need for stronger relational continuity to sustain the change.
Furthermore, Fullan’s change theory underscored the significance of collaborative
cultures and the collective capacity for improvement (Fullan, 2006). The district’s approach to
incorporating parental input and establishing a task force can be seen as an attempt to build this
collective capacity. Yet, the persistent communication challenges highlighted by parents reflect a
gap in the district’s execution of Fullan’s principles.
In the feedback phase of Easton’s framework, where outputs are evaluated and lead to
new inputs, Fullan’s theory suggests that learning from the evaluation is crucial for continuous
improvement (Fullan, 2006). The district’s response to parental feedback was a critical factor in
determining the effectiveness of the implemented changes and whether the resulting policies
would be sustainable and reflective of the community’s needs.
The combination of Easton’s political systems framework and Fullan’s change theory
provided a comprehensive understanding of how parental demands led to tangible changes in
educational policies and practices. The insights from the study highlighted the importance of an
adaptive educational system that not only responds to initial inputs but also engages in an
ongoing, reflective process to sustain change. This underscores Fullan’s (2006) belief that for
change to be effective, it must be continuously nurtured through collaborative efforts,
relationship-building, and a shared vision for improvement.

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Chapter Five: Discussion
In the wake of California’s Assembly Bill 101, the landscape of education within the
state has embarked on a transformative journey, particularly within the Southern California
school district that served as the focus of this study. This chapter revisits the impetus and
ramifications of this policy change, as initially articulated in Chapter One: the engagement of
parents in the early adoption of ethnic studies, set against a backdrop of social and political
movements along with the district’s demographic diversity. Through the lens of Easton’s
political systems theory, the study has navigated parental engagement and the palpable tension
between community voice and compliance with district procedures.
The research presented nuanced findings on parental perceptions and involvement. While
parents showed a readiness to participate, a discord between the district’s communication
strategies and parental expectations emerged. This chapter examines these dynamics, discussing
the implications of the study’s findings on practice and sketching out recommendations for
further research. This discussion aims to bridge the theoretical underpinnings with the empirical
evidence, charting a path that not only reflects on what has been learned but also directs attention
to the horizon of what lies ahead in the field of educational leadership and policy reform.
The purpose of this study was to explore parental perceptions and involvement in the
adoption of an intersectional ethnic studies curriculum in a Southern California school district.
The research was guided by three research questions related to how parents perceived the
district’s communication, the nature of their engagement, and the reception of their input.
Utilizing survey and interview methodologies, this study aimed to offer insights into the
effectiveness of parental engagement strategies employed by the district and to understand how

67
these strategies align with broader educational leadership principles. The research questions were
as follows:
1. How did parents perceive the communication by the district and its representatives
during the ethnic studies adoption process?
2. In what ways, if any, did parents engage in the ethnic studies adoption process?
3. How was parental input received by the district and its representatives?
Research Question 1: Communication Clarity and Community Resonance
The significance of effective communication strategies regarding intersectional ethnic
studies, as perceived by parents and families within the district, underscores the theme of
communication clarity and community resonance. This theme delves into the efficacy,
transparency, and alignment of the district’s communications with community values. The
findings revealed that the district’s communication often leans toward a reactive rather than
proactive stance, lacking inclusiveness and clarity. This observation resonates with Epstein’s
(2018) assertion regarding the pivotal role of effective communication in parental involvement,
suggesting a need for more strategic communication efforts by the district.
It is evident that community involvement plays a pivotal role in shaping the success of
schools and students. Brown et al. (2022) delineated several dimensions of parental participation,
including involvement, engagement, and community. Involvement pertains to parents’ active
engagement in school-related activities, while engagement encompasses their emotional
investment in their child’s education and support for learning at home. Community involvement
fosters collaborative relationships among parents, teachers, and administrators, cultivating a
sense of belonging and shared responsibility (Brown et al., 2022). Notably, increased parental
involvement correlates with enhanced engagement and a stronger sense of community, positively

68
influencing student outcomes such as academic achievement and socioemotional development
(Brown et al., 2022).
However, achieving equitable involvement poses challenges, including language barriers,
resource limitations, mistrust, and conflicting cultural expectations (Baquedano-López et al.,
2013). One effective strategy to mitigate these barriers is the establishment of community
schools, as elucidated by Daniel et al. (2019). Their study underscored the pivotal role of
effective teachers in fostering democratic participation and negotiating collective understanding
within the community school framework. Baquedano-López et al. (2013) further emphasized the
need for teacher educators to promote cultural responsiveness, develop effective communication
strategies, and cultivate meaningful partnerships with families and communities to empower
marginalized families and bridge the gap between home and school.
Moreover, recognizing and valuing diverse cultural practices and communication styles
within communities is imperative, given that prevailing school approaches often reflect middleclass norms, inadvertently excluding marginalized families (Baquedano-López et al., 2013).
Edwards et al. (2021) underscored the significance of parental involvement, adult education, and
community organizing, emphasizing the role of social justice leadership in effecting positive
change within school communities. These insights demonstrate the critical importance of
leveraging enrollment data to comprehend the diversity within educational systems and its
implications for educational policy and practice (CDE, 2022).
Research Question 2: Parental Engagement in the Ethnic Studies Adoption Process
The study unveiled the significant and impactful nature of parental engagement in the
adoption process. One theme that emerged from Research Question 2 is engaged family
dialogue. Parents actively participated in the process through dialogue and involvement in a task

69
force, thereby contributing to a responsive adoption process. Their involvement transcended
mere peripheral engagement, becoming a core component of the educational evolution, where
diverse views were shared and a deeper understanding was cultivated over time. Another critical
aspect was the nature of parental engagement, with the study revealing substantial parental
involvement, particularly through dialogue and task force participation. This active engagement
aligned with Epstein’s perspective on diverse forms of parental engagement, indicating parents’
eagerness to participate in educational processes affecting their children.
Delving into the dynamics of parental involvement in the ethnic studies adoption process,
a central theme emerged: valued parental perspectives and integrated feedback. Initially, parents
felt their input was actively sought and appreciated. However, as the process unfolded, there was
a discernible decline in how their feedback was incorporated. This trend persisted despite the
district’s initial adaptability to feedback, suggesting a challenge in maintaining responsive
communication. While the initial engagement of parents was welcomed, the study found
inconsistencies in how this input was integrated into the decision-making process. This
observation resonated with Henderson and Mapp’s (2002) insights into the importance of
sustained family involvement for high student achievement. It underscored the critical need for
continuous and effective communication strategies, ensuring that parental involvement is not
only initiated but also sustained throughout the policy-making process, thereby consistently
reflecting parental inputs in educational policies.
This study can be analyzed through the lens of Easton’s political systems framework,
which described the significance of feedback loops in the political system for effective
policymaking. In this context, the inputs from parents, as stakeholders, were not adequately
transformed into outputs in the form of responsive educational policies. This gap indicates a

70
breakdown in the system’s feedback mechanism, which is vital for adapting to environmental
changes and stakeholder needs (Easton, 1957).
It is evident that holistic approaches to education, emphasizing collaboration among
schools, families, and communities, are essential for creating supportive learning environments
(Henderson & Mapp, 2002). Brown et al. (2022) highlighted the positive impact of parental
involvement, engagement, and community on student outcomes, emphasizing the importance of
fostering collaborative relationships among stakeholders. However, various barriers to equitable
parental involvement exist, including language barriers and cultural expectations (BaquedanoLópez et al., 2013). Strategies such as developing community schools and promoting cultural
responsiveness among educators are crucial for empowering marginalized families and bridging
gaps between home and school (Baquedano-López et al., 2013; Daniel et al., 2019). Recognizing
diverse cultural practices and communication styles within communities is also essential to
ensure inclusivity in educational processes (Baquedano-López et al., 2013). Moreover,
leveraging enrollment data can aid in understanding diversity within educational systems and
informing educational policy and practice (CDE, 2022).
Research Question 3: Parental Perceptions of Input Reception
Research Question 3 delved into the reception of parental input by the district and its
representatives during the ethnic studies adoption process. It was designed to explore the extent
to which the district incorporated parental feedback, aligning with the overarching theme of
valuing parental perspectives and integrating feedback.
Through a dual methodological approach comprising surveys and interviews, this study
aimed to comprehensively capture parental perceptions and involvement. Surveys facilitated
broad data collection, while interviews provided in-depth insights into individual experiences.

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This mixed-methods approach aligned with Creswell’s advocacy for diverse research methods in
educational studies (Creswell, 2014).
The findings of this study carry significant implications for educational leadership,
particularly in the realm of culturally responsive curriculum adoption. Effective communication
emerged as a crucial aspect of educational leadership, especially in engaging families.
Educational leaders are encouraged to adopt strategies that prioritize clear, proactive, and
inclusive communication channels, actively seeking and valuing parental input. Henderson and
Mapp (2002) highlighted the positive impact of family involvement on student achievement,
emphasizing the necessity of open and effective communication channels between schools and
families. Epstein (2011) argued for collaborative partnerships among schools, families, and
communities, suggesting that such partnerships are facilitated by effective communication
strategies. These studies underscored the pivotal role of communication in fostering strong
relationships between educational institutions and the families they serve, thereby contributing to
a more inclusive and collaborative school environment, which is essential for student
development.
Educational leaders increasingly are recognizing the importance of diverse forms of
parental engagement in the educational process. Epstein (2001) emphasized the need for schools
to develop programs that respect and utilize the diverse talents and contributions of parents,
suggesting that such inclusivity can enhance student learning and development. Hill and Tyson
(2009) supported this view, noting the positive correlation between different types of parental
involvement and student academic outcomes. These findings underscore the crucial role of
educational leaders in facilitating and acknowledging various forms of parental engagement,

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respecting diverse backgrounds and capabilities of parents to create a more inclusive educational
environment conducive to student success.
Addressing the challenge of sustaining parental involvement in the decision-making
process is critical. Consistency in involvement extends beyond initial engagement to the
integration of parental inputs in ongoing policy decisions. Jeynes (2013) observed how continual
parental involvement positively influences student academic success and school improvement.
Henderson and Mapp (2002) also stressed the importance of sustained parental engagement,
advocating for its reflection in school policies and practices. These insights underscore the
necessity for educational leaders to develop strategies that not only engage parents initially but
also maintain their involvement over time, ensuring consistent consideration of parental
perspectives in educational policy decisions and creating more inclusive and effective
educational environments.
The findings of this study illustrate the complexity of parental involvement in the
adoption of culturally responsive curricula. While there is significant parental willingness to
engage, the effectiveness of this engagement is contingent upon the strategies employed by
educational leaders. Effective communication, recognition of diverse forms of engagement, and
sustained involvement emerged as key factors in ensuring meaningful integration of parental
inputs into educational policies and practices.
Implications for Practice
The implications that emerged from this study are multifaceted, reflecting the complexity
of parental engagement in educational settings. A key implication involves the district’s
communication strategies. The findings indicated that, despite parents’ readiness to engage, there
was a perceived misalignment between the district’s communication methods and parental

73
expectations. This suggests a crucial need for educational leaders to adopt more strategic,
inclusive, and proactive communication efforts (Epstein, 2018). Such efforts should not only
convey information but also actively seek and incorporate parental input, thereby resonating
more deeply with community values and enhancing the partnership between schools and
families.
In practice, this implies that educational leaders should reevaluate their communication
strategies to ensure clarity and inclusivity, aligning them with the community’s cultural and
linguistic diversity. Implementing a communication strategy that embraces Epstein’s (2018)
diversity of engagement forms could facilitate a more responsive and inclusive dialogue between
schools and families. For instance, providing multilingual communication and creating
opportunities for parents to contribute to the decision-making process could significantly
improve engagement.
Additionally, the study highlighted the importance of recognizing and sustaining diverse
forms of parental engagement, which aligns with the principles outlined by Henderson and Mapp
(2002). Their research emphasized the positive impact of sustained family involvement on
student achievement. Thus, educational leaders should not only invite but also integrate parental
feedback continuously to reflect their commitment to a partnership that values and acts upon the
voices of families.
This study also reaffirmed the findings from Chapter Two, which suggested that effective
parental involvement strategies can lead to improved student outcomes (Hill & Tyson, 2009). By
linking these established insights to the current study’s findings, it becomes evident that the
implications are not just contextually relevant but also supported by a broader body of research.
Consequently, educational leaders could benefit from these insights by adopting a more holistic

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approach to parental engagement, considering the variety of ways in which parents can and wish
to contribute.
The implications for practice are clear: Educational leaders must prioritize
communication and engagement strategies that reflect the needs and preferences of their
community. By implementing these strategies, a specific audience—educational administrators,
teachers, and policymakers—can facilitate an environment where parental input is not only heard
but also acted upon, thereby enriching the educational experience for all stakeholders involved.
Future Research
This chapter delineates three recommendations for research, grounded in the empirical
evidence and the theoretical framework established in earlier chapters. The relevance of these
recommendations lies in their potential to deepen the understanding of parental engagement
within educational policy reform and to propose directions for future inquiry that could
substantively contribute to the field of educational leadership (Epstein, 2018; Henderson &
Mapp, 2002).
To extend the research, a study is recommended to assess the impact of strategic
communication on enhancing parental engagement in educational policy reform. Research could
potentially reveal how “effective communication . . . is essential to forming and sustaining
partnerships between schools, families, and the community” (Epstein, 2018, p. 702).
This recommendation emerged from the gap identified between district communication
strategies and parental expectations. Epstein (2018) emphasized that “communication is the
lifeblood of partnership” (p. 703), suggesting the need for a more deliberate communication
effort by educational authorities. Investigating this area further may provide empirical evidence

75
to develop models of communication that could be beneficial across varied educational
landscapes.
Investigating the diverse forms of parental engagement and their impact on educational
policy and student outcomes is suggested. This could illuminate how “school programs can
recognize and develop the strengths and talents of all families” (Epstein, 2011, p. 12).
The necessity of exploring Epstein’s (2011) concept of diverse engagement forms is
highlighted here. The research could delve into how “parental involvement takes many forms,
including helping at home, volunteering at school, and participating in decision making”
(Epstein, 2011, p. 15). Understanding these forms could aid educational leaders in better
integrating parents into the educational process, ultimately benefiting student success.
A longitudinal approach to studying sustained parental involvement and its influence on
policymaking and student achievement is recommended. Henderson and Mapp (2002) noted that
“the evidence is consistent, positive, and convincing: families have a major influence on their
children’s achievement” (p. 7). This recommendation is pivotal, as it addresses the challenge of
sustaining parental involvement over time: “When schools, families, and community groups
work together to support learning, children tend to do better in school” (Henderson & Mapp,
2002, p. 23). Long-term studies could offer insights into maintaining this engagement and
ensuring parental perspectives are a continuous thread in the fabric of educational policymaking.
Conclusion
This study illuminated the complexity of parental engagement in the context of
California’s Assembly Bill 101, emphasizing the importance of strategic communication, diverse
engagement forms, and the maintenance of parental involvement. The recommendations for
research put forth aim to enhance the scholarly discourse by exploring these vital aspects. They

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offer a promising trajectory for subsequent research to augment the corpus of knowledge in
educational leadership and policy reform. Future investigations that heed these recommendations
can leverage the groundwork laid by this dissertation to foster an enriched, empirical, and
theoretical understanding of parental engagement in educational settings (Hill & Tyson, 2009;
Jeynes, 2007).

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Chapter Six: Synthesis of Recommendations
In Chapter Six, we delve into the heart of our research, weaving together the varied
perspectives we have gathered to address the complexities of policy adoption within one
Southern California school district. This analysis is rooted in the insightful frameworks of
Easton’s (1979) political systems framework and Kotter’s (2012) change theory, applied to
understand the constituent engagement process in the adoption of an ethnic studies resolution by
the district during a notably contentious period in both the nation and the local community: the
2020–2021 school year. In utilizing the Easton conceptual framework, “the task of the theorist is
to identify sharply the particular aspect or segment of the political system on which he is
focusing and to construct a body of logically interrelated propositions adequate for explaining
behavior in this area” (Easton, 1979, p. 8). The behaviors of the district at this time lent
themselves to the finalization of a shared vision that translated into the successful adoption of an
intersectional ethnic studies resolution. A deeper question, however, exists under the surface of
this achievement: Was true constituent consensus produced through the process? In this case
study, the answers to this question vary according to the constituent group under examination.
Informed by Kotter’s (2012) change theory, we have analyzed the findings for each
constituent group to glean key themes that echo across the experiences of all groups involved,
from school board and senior district leaders to community organizers, consultants, teachers, site
and junior district administrators, and parents. These themes shine a light on the multifaceted
nature of the district’s community engagement efforts within the consensus-building process,
highlighting both strengths and areas for improvement. It is crucial to note that the
interchangeable use of terms such as community engagement, consensus building, and
community education throughout our discussion reflects the district’s lack of clarity in these

78
areas, rather than any ambiguity on the part of the researchers. This distinction underscores the
importance of precise language and strategies in policy adoption and community engagement
efforts. It is also important to consider the context of time and how the political and social
dynamics of the pandemic, post–George Floyd, and the Trump administration contributed to the
complexities of this study. The uniqueness of this time period added a level of intricacy for
leaders that may have influenced the various experiences shared by each educational partner.
By employing Easton’s framework, we identified significant disconnections in the
feedback loop of policy implementation, where the community’s expectations and the district’s
outputs often misalign (Easton, 1979). Similarly, Kotter’s theory offered a strategic lens through
which to enhance genuine stakeholder engagement, focusing on building urgency, forming
strategic alliances, and empowering stakeholders to bridge the perceived gaps between district
intentions and community perceptions (Kotter, 2012). A particularly striking theme is the
community’s skepticism toward the engagement process, often viewed as superficial or
predetermined. This skepticism undermines trust and questions the legitimacy of the engagement
efforts. Drawing on Kotter’s principles, we suggest pathways to mitigate these concerns,
emphasizing the importance of genuine inclusivity, transparency, and active participation in
rebuilding trust and fostering meaningful community involvement (Kotter, 2012).
These pathways to mitigate concerns and maximize trust must also consider the tensions
that clearly existed throughout the adoption process. The tensions we collectively discovered
contain complex contradictions that can be expected in a major change event of a political
system. In the course of this school board and district leadership’s IES adoption work, the
specific areas of tension that could have been accounted for were in the areas of curriculum,
decision-making, collaboration, communication, and relationships. In each area, the district

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leadership must make decisions that serve the purpose of the adoption process while navigating
contradicting factors. For example, in this case study, the district leadership had to make some
hierarchical decisions to move forward in the adoption of IES, but the community stakeholders
needed an understanding of how their voices would be used in the process as well. A lack of
clarity in this led to distrust and frustration. Clear communication about what involvement in the
adoption process would look like and result in could have smoothed over this tension in
decision-making. Moving into any engagement process, district leaders can prepare for these
tensions and take measures to mitigate potential negative effects. Table 2 lists the tensions and
contradictions to be expected in an adoption process.
From our analysis, we recommend several strategies to refine the policy adoption
process. These include developing truly inclusive engagement strategies that have a tangible
impact on decision-making, enhancing communication to more accurately reflect and include
diverse community perspectives, and addressing concerns related to exclusion and the perception
of engagement as merely performative. These recommendations aim to equip educational leaders
with practical approaches to navigate the complexities of community engagement more
effectively and equitably.
This chapter not only synthesizes our findings but also serves as a blueprint for future
efforts in policy adoption. By bridging theoretical insights with actionable recommendations, it
guides educational leaders toward fostering an educational landscape that is more inclusive,
responsive, and reflective of the community’s diverse needs and aspirations.

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Table 2
Tensions in a Curriculum Adoption Process
Area of tension Contradictions What to avoid
Curriculum
External curriculum: The outward
representation of the curriculum in name
and marketing
Internal curriculum: The actual components
of the curriculum including all learning
targets
A curriculum that is not transparent
to families or community members
has potential for future conflict as
curriculum is implemented.
Decision-making
Hierarchical direction: District leader/school
board top-down decisions both pre- and
post-engagement
Collaborative consensus building:
Engagement process gathering all
community voices and coming to shared
understanding
While there is a need for both types
of decision-making at different
times, a focus on one approach at
the expense of the other can result
in frustration or confusion. The
communication of decisions must
be clear and transparent.
Collaboration
Scripted tokenism: Appeasing oppositional
stakeholder voices to avoid conflict
Authentic engagement: Using stakeholder
contributions in the final decisions of the
district
Appeasing members of the
community with inauthentic
tokenism leads to fractured
relationships and a breakdown of
trust.
Communication
Narrative control: District leaders being the
only voice
Narrative inclusion: Stakeholder input
included in communications
Including stakeholder voices in a
transparent narrative to the
community helps promote trust.
Acknowledging shortcomings: District leader
accountability when things go wrong
Celebrating wins: Promoting positive
outcomes publicly
While it is important to celebrate
short-term wins, it is equally as
important to share the challenges
encountered.
Relationships
Avoiding challenging voices: District leaders
creating obstacles for participation
Promoting stakeholder involvement: Creating
accessible opportunities to engage
Having all voices present allows for
an authentic process where bridges
can be built and partnerships can
be formed with hard work.
Consultants as proxy to district leadership:
Using outside groups or individuals to
engage in place of district leadership
Community partnering: District leaders being
active participants
Consultants can be helpful
facilitators for conversations, but it
is essential that district leaders are
also at the table building
relationships and engaging in
conversations.

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School Board and Senior District Leaders
When exploring the experiences of only the senior district leaders and the school board, it
would seem that the community engagement process was an incredibly successful endeavor.
Taking a comprehensive view of this study and considering the experiences of the various
stakeholder groups provided insights that offered new findings and recommendations. One area
emerged in the perceptions of the process’s effectiveness. District employees generally viewed
the engagement process as positive and effective, but other community stakeholders, particularly
community organizers and some parents, perceived it as performative and strategically crafted to
be a gatekeeper for true participation from some community members. This points to a gap
between the intentions of the school district and the perceptions of its community members. This
situation can be analyzed through Easton’s political systems framework, where the experiences
and perceptions of educational partners serve as inputs to the educational policy system,
highlighting a disconnection in the feedback loop between policy outputs and community
expectations (Easton, 1979).
A common theme across the stakeholder groups was the concept of tokenism and the
belief that the board had already decided to adopt ethnic studies; many described the engagement
process as a formality rather than a genuine decision-making exercise. Such perceptions raise
concerns about the authenticity and impact of community engagement in policy adoption and
further deepen the existing mistrust the community has with the district. In this context, Kotter’s
(1996) change model could guide the district in creating a sense of urgency around addressing
these concerns, forming a coalition of diverse stakeholders to foster genuine engagement and
transparency in the decision-making process.

82
Based on these findings, several recommendations emerged. If community input is the
goal, the district might consider ensuring future processes are inclusively designed and have a
real impact on decision-making. Addressing perceptions of tokenism is crucial in the effort to
develop trust. Improving communication strategies to include diverse parental and community
perspectives is essential for ensuring transparency and responsiveness, especially in light of past
distrust in this area. Applying Kotter’s (2012) steps, such as communicating the change vision
and empowering broad-based action, would help in operationalizing these recommendations.
Finally, addressing concerns around exclusion and the performative nature of the engagement
process, especially raised by community activists and marginalized groups, could increase trust
and buy-in. These insights highlight the complexities of policy adoption in educational settings
and underscore the importance of considering the varied perspectives of all educational partners
involved in transformative processes.
Community Organizers
After a review of all researchers’ findings, it appears that the district stakeholders’
experiences and perceptions of the early adoption process differed largely from those of the
community organizers. The school district senior leadership’s impact in the early adoption work
did not match their intended outcomes through the view of the community organizers. Although
partnership and dialogue were a major goal of district stakeholders, community organizers felt
their participation was not sought out authentically and, in some cases, that the district was
attempting to avoid community members who may have caused them more work or conflict by
bringing up their concerns rather than truly listening.
Educational leaders can learn from this experience by noting several themes that, if
avoided, could create better partnerships with the communities they serve and leverage those

83
connections to achieve more for the students in their schools. One is accountability and
engagement. District officials are in a unique position to help bridge divides within a community
with the common goal of providing safe, inclusive, and rigorous learning experiences for all
students. To do this, there must be a clear understanding of the needs of the community in all of
its factions, which requires difficult conversations of sometimes opposing viewpoints.
Additionally, when a district deeply engages with stakeholders for a common purpose,
confidence and respect are built in the community being served (Brown et al., 2022).
Based on the themes uncovered with community organizers, recommendations for
educational leaders include a need for leader preparation in topics they will be responsible for
implementing in their schools as well as seeking connection with all members of the community
with accessible means of engagement. For example, all materials for community consumption
should have some opportunity for easy translation into multiple languages, and opportunities for
participation should be during times and in places that help promote participation. One way these
district leaders helped engagement was by making meetings accessible through Zoom; however,
accessibility needs to be further considered. Technology can limit participation for those who are
not as comfortable with online tools or who do not have Internet access. Language barriers can
also hinder participation if materials are offered in English only, as was the case in the school
district’s application for the engagement process.
Additionally, educational leaders under the direction of senior leadership must have a
clear understanding of the initiatives and laws governing schools. They should also be able to
speak to the district’s stance and direction. For example, community organizers explained how
site leaders presenting on graduation requirements and course offerings at various parent
meetings did not seem to understand that ethnic studies had become a graduation requirement in

84
the district. This was both concerning and offensive to the groups of parents who had given their
time to participate in the engagement process for the course. Confidence is built on clarity and
competence and is damaged when members of the organization are not knowledgeable.
Finally, district leaders must transparently set their goals prior to working with multiple
voices and groups. Community organizers and some additional members of the engagement
process entered into dialogue with a different idea of what the purpose for the meetings would
be. It was not clear that the course was already set to be adopted and that the meetings would be
about learning about ethnic studies and not focused on building curriculum and hiring essential
personnel for the course and diversity, equity, and inclusion work. Had all members understood
their purpose in participating in this process, some might have elected not to participate and
others might have participated with reservations about the district’s decisions, but all could have
been clearer about the direction of the district and potentially have seen the district as more
transparent and trustworthy.
Consultants
Getting a full scope of each educational partner’s experience with the Southern California
School District’s early implementation of intersectional ethnic studies revealed future
implications for consultants in any change initiative. Both the consultants and the community
organizers shared a concern about the senior district leaders’ avoidance of implementing ethnic
studies in its truest form, specifically with gender studies. Although senior district leaders
communicated a desire to develop ethnic studies, consultants and community organizers
observed the opposite. Senior district leaders did not make an effort to increase their depth of
knowledge around ethnic studies. The senior leadership did not fully participate in the
community engagement process, which caused consultants and community organizers to

85
question their commitment. According to community organizers and consultants, senior district
leaders did not want to give gender studies adequate attention and focus. Therefore, the term
intersectional was added to ethnic studies to avoid creating a specific gender studies component.
“Intersectional” was used to encompass gender studies and lump it in with other ethnic studies
courses rather than providing a standalone gender studies course.
Initiating change that is authentic and beneficial requires active and intentional
participation from all educational partners. If the senior district leaders are unable to fully engage
in the process, decisions such as leaving out a large and essential component of the change
initiative such as gender studies can occur. One should, before accepting a position as a
consultant, engage in some type of onboarding process that lays out a clear agreement between
both parties. A key role of a consultant is to provide a shared understanding of the initiative. If
consultants can be clear from the beginning with senior district leaders that a crucial component
is deepening their education to fully create a partnership with the community, feelings of angst or
discord can be avoided. It would also be helpful for senior district leaders to be clear with their
goals and intentions for the consultants. Active participation from senior district leaders and their
willingness to engage in deep and meaningful learning could have been the catalyst for
implementing a more authentic and inclusive ethnic studies.
Teachers
Based on the findings of the teachers’ perspective on the adoption process for ethnic
studies in the Southern California School District, future implications indicate that teachers need
more opportunities to become engaged in policy decision-making. Specifically in Easton’s
political systems framework, a main component is the feedback loop, where stakeholders feel
that their opinions and ideas are acted upon (Easton, 1979). The teachers’ conceptual idea of

86
being engaged in the process means that they feel empowered by their district to be actively
involved in decision-making and the outcomes. This also means that most of their opinions and
ideas are embedded within the structures of the adoption process. The teachers shared that
listening circles were the most opportune time to feel as though they were a part of the
engagement process in adopting ethnic studies. They indicated that the district sending out
memos and emails with updates was not an effective way to engage their opinion in the process.
Teachers mentioned that although they recognize that reading through communications is a
professional responsibility, doing so only continues to perpetuate the traditional “one-way”
communication between the district and its teachers.
Using Easton’s political systems framework will allow educational leaders to consider
multiple perspectives, especially those of teachers, and how their engagement and work directly
affect students of their communities (Easton, 1979). More importantly, this research revealed the
importance of building a culture of care and trust among the school sites, district office, and the
community. For administrators at the district and site levels, it is essential that they are concise
with communication, build trust, and empower teachers before the implementation of new
policies and curricula. These are critical elements to ensure an adoption process that is conducive
to the needs of the school district and community’s goals.
Overall, the teachers felt that the adoption process was similar to how the district has
historically operated in decision-making. There was not much that was different from the status
quo. It was evident that collaborative inquiry is essential for the school district to engage with all
educational partners in new policy and decision-making, but this was theoretical. This is not
what entirely happened in their perspectives. Educational experiences are meant to be active and
relatable and maintain societal contexts of the community. Having teachers just to “fill a seat” at

87
the table is not collaborative; it is transactional. They felt that unless one was part of the
committee, everyone else received email updates, and this was just a passive way of not
including voices that are vital to the process. Feedback should also be more than acknowledged.
It needs to be integrated, such as through the feedback loop described by Easton (1979). The
process felt reactionary, rather than coherent with a vision aligned with the district/initiative
values. District leaders must truly work on fostering relational trust with the people they entrust
to coordinate and lead the initiative. This means more time making meaningful connections on
campuses if district leaders want to see collective buy-in and change. Essentially, the teachers
said, the district should not invite someone to have a seat at the table if it is not also going to give
them a voice that is heard and valued.
Site Administrators and Junior District Administrators
The findings of this case study as they pertain to site and junior district administrators
demonstrated a collective confidence in the district’s methodology for building consensus around
difficult issues with multiple constituent groups. A comparison of these findings, however, with
the information gleaned from other affected groups—parents, community organizers, and
consultants—underscores the importance of obtaining impressions from all constituencies about
the quality of a consensus-building process. From an outside or public perspective, the consensus
development process undertaken by the district was successful; the intersectional ethnic studies
resolution passed with a unanimous vote by district school board members. From the perspective
of some constituents, however, the consensus generated by the district was not inclusive or
reflective of all affected groups. The findings gleaned in this project from studying other
constituent groups are generally at odds with the findings resulting from a study of site and
junior district administrators; these conflicting conclusions generate fair and urgent questions

88
about the true success of the consensus-building process: Did the process build true consensus or
only the appearance of consensus? Is the consensus-building process still valid if, as described in
this study as well as the study of district leadership and school board members, district leaders
had decided on a course of action before the consensus-building process?
As discussed in Chapter Five, two questionable practices took place during the process of
selecting listening circle attendees. First, those stakeholders who wished to attend listening
circles had to fill out an application and be accepted; second, the district appears to have
selectively chosen applicants who would be in support of ethnic studies. These practices would
act as barriers to known opponents of ethnic studies, ensuring a less conflicted environment for a
listening circle discussion. Although the findings of the study about site and junior district
administrators paint the picture of a successful consensus-building process, the question raised
by these practices deserves further attention: Are such practices ethical, even if they do result in
a greater sense of community consensus?
A study of these questions through the lens of a layered Easton/Kotter conceptual
framework requires us to locate exactly where in the district’s journey through the framework
these questions arise (Easton, 1979; Kotter, 2012). In Chapters Four and Five, the administrators’
impressions of the stresses present in the district just prior to and throughout the consensusbuilding process generally correlated with the impressions of other constituent groups. The
formation of a guiding coalition also appears to have occurred generally without controversy,
although the coalition was composed of only district employees. It is in the process of building a
vision in a politically charged school system that questions are raised about the possible silencing
of constituent voices through practices that screened for those voices to produce an atmosphere
more conducive to agreement.

89
Parents
This study on the adoption of intersectional ethnic studies in a Southern California school
district provides significant insights into parental engagement and the dynamics of educational
reform processes. One of the key future implications for parental engagement in change
initiatives is the critical need for transparent communication. The findings underscore the
importance of open and ongoing dialogue with parents and community members to foster trust
and a shared understanding of educational reforms’ objectives and processes. Moreover, the
study revealed the necessity of recognizing parental input as valuable throughout the decisionmaking and implementation stages. Ensuring that parental feedback is meaningfully integrated
can enhance the quality and relevance of educational offerings. Additionally, diversity and
inclusivity in engagement strategies emerged as crucial, suggesting that future initiatives should
adopt more inclusive strategies that recognize and accommodate the varied cultural sensitivities
and backgrounds of the school community through tailored engagement strategies.
Recommendations for school districts navigating change processes include developing
and implementing inclusive communication plans that outline engagement with parents and the
community, establishing continuous feedback mechanisms, and fostering collaborative cultures
to build collective capacity. These strategies, aligned with Fullan’s change theory, emphasize the
importance of creating a supportive environment for change grounded in shared values and a
common vision (Fullan, 2007). Furthermore, adopting an adaptive and reflective approach to
change is essential, as is prioritizing equity and inclusion in curriculum development. By
integrating Easton’s political systems framework with Fullan’s principles, this study highlighted
the necessity of an educational system that is responsive and adaptive to community needs and

90
feedback, continually assessing the effectiveness of implemented strategies and adjusting plans
based on feedback and evolving community needs (Easton, 1979; Fullan, 2007).
Summary
Through the media coverage of heated political debates between school boards and
community groups resulting in recall efforts, and amid polarized political powers post–George
Floyd and the Trump administration, tensions were extremely high between the district and its
educational partners. Many of the educational partners’ personal ties to the community and
district have a deep-rooted history that gave insight into their behaviors and activities as they
constructed and reconstructed their social reality through educational policy.
These insights from this Southern California school district’s experience with IES
implementation offer actionable recommendations for fostering a supportive environment that
embraces all stakeholders’ contributions in pursuing educational excellence and equity. By
prioritizing transparent communication, inclusive engagement strategies, and a reflective
approach to change, districts can navigate the complexities of educational reforms effectively.

91
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Appendix A: Interview Protocol for Senior District Leaders and Board Members
Research Question(s)
1. What stresses led the district to implement a community engagement process before
making the decision to adopt intersectional ethnic studies?
2. What did the school board and senior district leaders hope to accomplish through the
adoption of a community engagement “campaign”?
3. What impact did the community engagement process have on board members and senior
district leaders regarding the adoption of intersectional ethnic studies?
Concepts From the Conceptual Framework That Are Addressed in This Interview
Schools as a Political System, Outputs and Policy, Creating Urgency, Building a
Powerful Coalition, Creating a Vision for Change, and Communicating the Vision
Introduction
Thank you for agreeing to meet with me today. I appreciate the time that you have set
aside to answer my questions. As I mentioned when we last spoke, the interview should take
about an hour. Does that still work for you?
Before we get started, I want to remind you about this study and answer any questions
you might have about participating in this interview.
Your contribution is critical to this research about the policy adoption of intersectional
ethnic studies. You were chosen because you were a sitting board member during the process of
engagement with the community amid rapid political polarization. The aim of our conversation
today is to get your perspective as you describe the experiences that led to the adoption of
intersectional ethnic studies in your district last year. I’m interested in how you interpreted the
events of the community engagement process and the factors that played a role in your decision

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to support the adoption of ethnic studies in advance of AB 101 mandate to implement by 2029–
2030.
You have a copy of the Study Information Sheet and Signed Consent Form, but, as a
reminder, the notes and recordings from our conversation will remain confidential and your
identity will be protected. The data for this study will be compiled into a report, and while I do
plan on using some of what you say as direct quotes, none of this data will be directly attributed
to you. I will use a pseudonym to protect your confidentiality and will try my best to de-identify
any of the data I gather.
As stated in the Study Information Sheet, I will keep the data in a password-protected
computer, and all data will be destroyed after 3 years. I’d like to record our conversation so I can
be sure to capture all of your thoughts accurately. So, if you don’t mind, I’d like to record. If at
any time during the interview you would like to stop, all you have to do is say the word, and I’ll
stop the recording. The recording is solely for my purposes to best capture your perspectives and
will not be shared with anyone outside the research team.
May I have your permission to record our conversation?
Might you have any questions about the study before we get started?
Questions
I’d like to start with the point in time when you were first introduced to AB 101, the CA
state bill mandating that all high school students take one ethnic studies course as a graduation
requirement by the school year 2029–2030.
1. What was your initial impression of the AB 101 ethnic studies mandate?
a. Tell me what you recall about your position on ethnic studies at that time.
b. What were some of the feelings that stand out in your memory from that time?

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We’ve been talking about your personal experiences and beliefs prior to the demand for
adopting ethnic studies. I now want to turn your attention to the process of community
engagement.
2. Can you describe the political atmosphere preceding the decision to employ the
community engagement process?
a. Tell me about how the post-George Floyd racial awakening influenced the
environment at that time, if at all.
b. Tell me about how the Black Lives Matter movement influenced the
environment at that time, if at all.
c. Tell me about how the COVID-19 pandemic influenced the environment at that
time, if at all.
3. Can you reconstruct the events that precipitated the community engagement process?
a. How was the consultant group selected?
b. What role did the community activist group play?
4. How did the board/district define community engagement?
5. What strategies were used to engage the community in the process?
a. Which stakeholders were the board/district hoping to involve in the community
engagement process? (various stakeholders, including students, parents,
educators, community leaders, and advocacy groups)
6. What did you hope to accomplish with the meetings?
You’ve recalled many of the events and key moments that occurred prior to the meetings,
but I’m curious about the emotions at play during the community engagement process.
7. How would you describe the response from stakeholders to these activities?

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8. In what ways did the community engagement activities achieve your desired
outcomes?
9. Were there any unexpected outcomes or reactions? If so, please describe.
a. Can you give examples of things that went well?
b. Tell me about some of the things that didn’t go well.
10. Some people might say that ethnic studies imposes a narrow political ideology and
polarizes students by viewing history through a racial lens. What are your thoughts on
this perspective?
Building on our previous discussion, I’d like to explore the role the community
engagement process played in shaping the board’s decision making regarding policy adoption,
and how this process may have influenced the policy outcomes.
11. How, if at all, did the engagement process influence your decision to approve the
adoption of intersectional ethnic studies?
12. Looking back, what would you say were the key takeaways or lessons learned from
the community engagement process in relation to the adoption of intersectional ethnic
studies?
Closing
I’d like to finish by asking some background questions about you.
13. Can you tell me about your background outside of the board?
a. How did you become involved in the board of education?
b. How long have you served on the board?
This covers the things I wanted to ask. Is there anything else you’d like to add about the
process of intersectional ethnic studies adoption that I might not have covered?

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Thank you again for the time you offered today. I really appreciate your time and
willingness to share your experiences serving on the board during the process of adopting ethnic
studies in your district. Everything that you have shared is really helpful for my study. If I find
myself with a follow-up question, can I contact you, and, if so, is email okay?
Again, thank you for participating in my study.

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Appendix B: Interview Protocol for Community Organizers and Religious Group Members
Introduction
My name is Michelle England, and I am a researcher at the University of Southern
California’s Rossier School of Education. I am conducting a case study on the adoption of ethnic
studies in your school district to examine the process implemented for decision making. It is
important for education leaders to study the successful adoption of curriculum change, as all
California districts will be going through similar processes and findings can be used to better
implement other significant curricular and instructional changes.
During this interview, I hope to learn more about your experiences as a group member
outside of the school district. I am particularly interested in learning about your involvement in
the engagement process as well as your motivated interest in participation in the process.
The information that you provide will hopefully serve to support the work many
California school districts will do in the adoption of ethnic studies.
I want to assure you that your comments will be strictly confidential. I will not identify
you, or your organization, by name. I would like to tape-record this interview in order to capture
information that I may have missed. Would this be okay with you?
The research questions for this study include the following:
1. What was the motivation of community organizers and religious organizations
outside of the school district in participating in the school district’s dialogue
regarding the adoption of an ethnic studies curriculum?
2. What were the community organizers’ and religious group members’ goals and
concerns about the district’s adoption of intersectional ethnic studies during the
engagement process?

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3. How, if at all, did the engagement process about intersectional ethnic studies by a
school district affect community organizers’ and religious group members’
confidence in district decision-making?
The interview should take approximately 45 minutes.
Thank you for your time.
I’d like to start by asking you some background questions about you.
1. First, in what way(s) are you connected to Urban School district?
2. In what way(s), if any, are you involved in the broader community?
Main Interview Questions
Now, I’d like to ask you some questions about ethnic studies and the district’s adoption
process.
1. What, if any, is your understanding regarding Assembly Bill 101 regarding ethnic
studies?
2. What information had you heard, prior to your adoption of the course, about ethnic
studies?
3. What, if any, involvement did you have with the school district prior to discussions
surrounding ethnic studies adoption?
4. If you have been involved in the past, what has your experience been like interacting
with district officials?
5. What were your reasons for becoming involved in the conversation surrounding
ethnic studies adoption?

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6. What opinions or feelings did you have about Ethnic Studies prior to your
interactions with the school district?
a. What do you attribute your opinions/ feelings to?
b. Did those opinions or feelings change after you became involved in the
adoption process of this new course?
i. If they changed, what do you attribute this change to?
7. How involved did you feel in the ultimate adoption of ethnic studies and
intersectional ethnic studies?
a. What do you attribute these feelings to/why do you feel this way?
8. How valued do you feel your voice was through surveys administered by the district?
9. How valued do you feel your voice was through listening circles administered by the
district?
10. How satisfied are you with the adoption of ethnic studies following the engagement
process? How satisfied are you with the adoption of intersectional ethnic studies?
a. What do you attribute this level of satisfaction to?
Demographic Questions
How would you classify your political affiliation?
a. How active do you consider yourself in local politics?
b. How active do you consider yourself in national politics?
Closing Question
What other insight would you like to share about your experiences working with the
adoption group?

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Closing Comments
Thank you so much for sharing your time and experiences with me today. If you are
interested in receiving a copy of the final study, I’d be happy to provide that for you!

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Appendix C: Interview Protocol for Consultants
Research Questions
1. How do consultants in a Southern California school district describe their
participation and role in the steps leading up to the implementation of intersectional
ethnic studies?
2. What challenges did the consultants encounter in the steps leading up to the early
implementation of intersectional ethnic studies?
3. What impact do the consultants think their work had on the process toward
implementing intersectional ethnic studies?
Concepts From Conceptual Framework That Are Addressed in This Interview
Easton’s Political Systems Framework
● stresses (historical struggles, national events, literacies of power)
● inputs (culturally relevant pedagogy, state mandate, community demands)
● school systems as political systems (change process, listening sessions, surveys)
● outputs (adoption of resolution)
John Kotter’s Eight Steps to Leading Change
Introduction
I want to thank you again for participating in my study. I know you are busy and
appreciate your time. This interview should take about an hour. Does that still work? Here is a
copy of the Study Information Sheet. I am currently a student at USC and conducting a study on
Southern California Unified School District’s decision to implement intersectional ethnic studies
prior to the 2029–2030 school year deadline. I am particularly interested in the consultant’s role

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in this whole process. There are a few of us who will be interviewing various stakeholders, but I
will be the only one interviewing consultants.
The questions I ask you are not evaluative. My goal is to understand your role and your
perspective of the whole process. This interview is confidential. I will not be attributing any
responses to you and will protect your confidentiality by creating a pseudonym for you and the
district. The data will be compiled into a report, and I will do my best to de-identify any of the
data I gather. I will be happy to send you a copy of my final paper if you are interested. Lastly, I
will be recording this session so I can accurately capture what you share. The recording is only
for me and will not be shared with anyone outside of the research team. Do I have your
permission to record our conversation? Thank you!
Questions With Transitions
Consultant Work
I’d like to start out by getting to know you and your role as a consultant.
1. How did you become engaged as a consultant in Southern California Unified?
2. What experiences do you have that led to your role as a consultant?
3. What was your understanding of your role when you were approached for this
position?
4. Where did you get that understanding from?
5. What activities were conducted by the consultants?
6. What was your participation in the activities?
Stakeholder Groups
Now, I would like to discuss the various stakeholders.

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7. What stakeholders were involved in the engagement process prior to the early
implementation of intersectional ethnic studies?
8. What was your role in working with each stakeholder?
9. What stresses or demands did the consultants face about the implementation of
intersectional ethnic studies?
10. Were there any particular stakeholder groups that were supportive in your role or
process?
Early Implementation
I’d like to discuss the decision to implement early.
11. What factors do you believe ultimately influenced the decision for early
implementation of intersectional ethnic studies?
12. Were consultants involved in any of these factors?
13. Were there any unexpected barriers?
Closing Questions
As we near the end of our conversation, I have a few questions:
14. Looking back, do you wish there was a different outcome for any part of the process?
15. How do you see this whole process as a piece of your overall personal/professional
goals?
Closing
Thank you so much for your thoughts and willingness to share! I really appreciate your time.
Everything that you have shared is helpful for my study. If I have any follow-up questions, may I
contact you? If so, is email okay? Thank you again for participating in my study.

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Appendix D: Interview Protocol for Teachers
Research Questions
1. How do teachers describe the Southern California School District’s process for
engaging teachers in policy decisions?
2. In what ways do teachers in the Southern California School District describe the
community engagement prior to the adoption of ethnic studies?
3. What are the teachers’ attitudes toward the state ethnic studies curriculum,
instructional practices, and learning goals?
Concepts From the Conceptual Framework That Are Addressed in This Interview
● Easton’s political systems framework
o stresses
o inputs and demands
o school systems as political systems
o outputs and policies
Introduction
I want to thank you again for taking the time to interview with me today. I know your
time is valuable, and so is your input on the topic of adopting ethnic studies in a Southern
California urban school district.
You were chosen to participate because of your role as a secondary teacher. As you may
be aware, the California Department of Education mandated that all school districts adopt ethnic
studies courses as part of a student’s high school graduation requirement by the year of 2029.
The adoption of ethnic studies has become a highly charged, political conversation in many
districts across California. Today, I am interested in understanding your perspective in the

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process at your school site. Part of this study’s research will also include interviewing and
surveying other stakeholders as well to ensure that we are capturing a diverse set of perspectives.
I plan to take some notes during our conversation so I can refer back to them if needed at
some point in our interview. I was also hoping to record this interview so I can accurately
capture your responses within the interview. Only I would have access to the recording, as it is
for my own reference in understanding your perspective in this process. Is that okay with you?
Okay, let’s get started.
Questions (With Transitions)
1. Can you tell me about your professional experience? (CF: school systems as political
systems; Patton: background)
a. Can you describe why you were interested in teaching?
2. For demographic purposes, what is/are your ethnicity background(s)?
3. What, if any, activities are you involved in your school district outside the classroom?
(CF: school systems as political systems; Patton: background)
a. If you had more time, what activities might you be interested in doing within the
school?
4. How do you think your school’s philosophy on ethnic studies aligns with the goals of
teaching students about culturally relevant instruction? (CF: inputs,
demands/supports; Patton: opinion and value)
a. How much do you agree or disagree with this philosophy, and why?
5. Describe your experience with the district’s community engagement process prior to
the adoption of ethnic studies. (CF: school systems as political systems; Patton:
knowledge)

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a. Were you a part of the implementation process, and can you describe that
experience?
b. If none, would you be interested in being a part of the process?
6. In general, how do you feel about how the district places emphasis on getting teacher
voice for district-implemented policies? (CF: stresses; Patton: feeling)
a. What do you think the district can do to elicit more teacher voice in decision
making?
7. How do you feel that the district places emphasis on getting teacher voice in the
adoption phase of ethnic studies? (CF: stresses; Strauss et al.: interpretative)
8. Can you provide specific examples of why you feel that way? (CF: stresses; Patton:
opinion and value)
9. What was your reaction to the district’s intersectional ethnic studies adoption
decision? (CF: outputs and policy; Patton: feeling)
10. How prepared do you feel for the implementation of ethnic studies in your
classroom? (CF: outputs and policy; Strauss et al.: hypothetical)
a. What do you need to feel prepared for implementation? (Strauss et al.: ideal
position)
Closing
Well, thank you so much for meeting with me and agreeing to share your perspective
with me today. It has been a pleasure speaking with you. Thank you, again and have a great rest
of your day!

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Appendix E: Interview Protocol for District and Site Administrators
● Research Question 1 (RQ 1): From an administrator’s perspective, what led the
district to implement the community engagement process that led to the adoption of a
K–12 intersectional ethnic studies resolution?
● Research Question 2 (RQ 2): How were site and district administrators involved in
the community engagement process that led to the adoption of a K–12 intersectional
ethnic studies resolution?
● Research Question 3 (RQ 3): What are administrators’ perceptions of the consensus
building process that led to the adoption of an intersectional ethnic studies resolution?
Setting the Stage Questions
I’d like to start by hearing about your own background in education.
1. How long have you worked in education?
2. What brought you to this district?
3. What is your current position?
4. What are your responsibilities in this position?

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Table E1
District and Site Administrators Interview Question Map
RQ 1 RQ 2 RQ 3 Heart of the interview questions
X
5. The 2021–2022 school year took place during a tumultuous
political period. Can you describe the political climate on
campus during that school year? (Wait to see if interviewees
mention George Floyd, racial uprisings, BLM) If not, ask:
X
6. How would you describe the student response to the killing
of George Floyd and the Black Lives Matter movement?
X
7. How would you describe the staff response to the killing of
George Floyd and the Black Lives Matter movement?
X X
8. What would you say are the intended student outcomes the
district was looking for in its adoption of a K–12
intersectional ethnic studies curriculum?
X
9. Please share any ways that the district previewed the
process of consensus building around IES adoption with site
administrators.
X X X
10. Was this engagement process consistent with previous
engagement processes conducted by the district?
X
11. Did anything surprise you during the IES consensus
building process?
X
11. How would you have designed the frontloading process
for site administrators if you were in charge? Why?
X X
12. Please describe the demographics of the population your
district serves.
X X 13. What influenced the district’s decision to adopt IES?
X X
14. Tell me about the communications you had with students
about the consensus building process.
X X
15. Tell me about the communications you had with parents
about the consensus building process.
X X
16. Tell me about the communications you had with
community members about the consensus building process.

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Closing Questions
17. Is there anything I did not ask you that you’d like to share?
18. Thank you for sharing your experience with me today. I want to reassure you that the
information you provided will remain confidential. If additional questions arise, I
would like to contact you again. Would that be okay with you?

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Appendix F: Interview Protocol for Parents
Research Questions
● What do the parents who participated in the ethnic studies adoption process think
about the final adoption of the resolution, which puts into place the IES program?
(CF: outputs and policies)
● How do the parents who participated in the ethnic studies adoption process engage
with the school district to adopt the ethnic studies program? (CF: school systems as
political systems)
● In what ways, if at all, did parent engagement influence the district decision to adopt
the program? (CF: outputs and policies)
● How do the parents who participated in the ethnic studies adoption process in one
school district describe the community engagement process for the adoption of an
ethnic studies program? (CF: inputs: demands/supports)
The main concept from the conceptual framework addressed in this interview is Easton’s
political systems framework, which is used to analyze the adoption of the ethnic studies
curriculum in one school district. The framework is used to examine the adoption process
through the lens of parental engagement and community voice.
Other concepts from the conceptual framework that are relevant to this interview include
the role of parents and community in the decision-making process, the impact of external factors
such as national events on the adoption process, and the importance of meeting community
demands and fulfilling state mandates. Additionally, the concept of inputs, such as demands and
supports, is also addressed in the interview, as it is used to determine how the community
perceived the state mandate and whether or not community demands were met during the

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adoption process. Finally, the concept of the adopted resolution is also relevant, as it is used to
determine whether parents saw the impact of their involvement in the adoption process.
Introduction
Hello, and welcome to my study! Thank you for taking the time to participate.
Before we get started, I want to remind you about this study, the overview for which was
provided to you in the Study Information Sheet, and answer any questions you might have about
participating in this interview. I am a student at USC, and the purpose of this study is to better
understand the role parents played in the adoption process of the Ethnic Studies Resolution in
your district. You have been selected to participate because you have a student who currently
attends one of the comprehensive high schools in your district.
During the study, I will be collecting data through data collection methods, such as
surveys and interviews. We may also be recording the sessions for the purpose of transcribing
and analyzing the data. Rest assured that any identifying information will be kept confidential
and only the research team will have access to the recordings.
Your participation in this study is completely voluntary, and you are free to withdraw at
any time without any negative consequences. We have provided you with a Study Information
Sheet and Signed Consent Form prior to this session, but if you have any questions or concerns,
please do not hesitate to ask.
Do you have any questions before we get started? I will be recording our interview
through the record option on Zoom. This will enable me to transcribe the information you share
with me today. The recording is only for the purpose of transcribing your perspective and
experience. I will not share this information with anyone outside of the research team. May I
have your permission to record?

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Setting the Stage (Background/Demographic)
Thank you again for your participation and for helping us with our research. I would like
to start with some background questions about you.
1. First, tell me about your background in education. (background/demographic)
a. What were your experiences as a K12 student?
b. Was it in California?
c. Can you describe the demographic of your high school experience?
d. Is there anything about your school experience you could change?
(hypothetical)
Heart of the Interview (CF: Inputs: Demands/Supports)
I would like to start by asking you some questions about how you were introduced to the
new state graduation requirement and what your initial thoughts on it were.
1. How were you first introduced to intersectional ethnic studies and what did it mean to
you? (background/experience)(CF: Inputs: Demands/Supports)
a. When were first introduced to this proposed adoption through your district?
b. What was your initial vote on the proposed adoption?
c. Can you share your thoughts on why intersectional ethnic studies is important for
your child’s school district? (opinion/values)
Now I would like to ask you some questions about your level of involvement and
engagement in the adoption process.
2. The district provided listening sessions, townhalls, etc. In what ways were you
engaged?
3. How did you feel the district received your input?

123
4. Did the district engagement process change or influence your perspective on ethnic
studies?
5. How do you stay informed about any changes or updates to their school curriculum in
your child’s district? (CF: Outputs and policies)
6. How would you rate the district’s ability to engage parents through communication in
the ethnic studies adoption process in comparison to past efforts?
7. What suggestions do you have for improving the parent engagement process at your
child’s district in the future? (opinion, experience) (CF: Outputs and policies)
Closing Question
Is there any additional perspective or information related to the adoption of intersectional
ethnic studies in your child’s school district that you would like to share, which may not have
been addressed during our conversation?
Closing Comments
I am grateful for the valuable insights you have shared with me today! Your willingness
to spare your time and thoughts is highly appreciated, and I find everything you shared to be
incredibly useful for my research. In case I have any further questions, would it be possible for
me to reach out to you via email? Thank you once again for your participation in my study.

124
Appendix G: Screening Protocol for Teachers
Thank you for taking the time to complete this survey.
The purpose of the study is to examine a Southern California school district’s adoption of
ethnic studies and its teachers’ perception of their engagement within the adoption of ethnic
studies. For the study, the concept of engagement is defined by teacher involvement in culturally
responsive curriculum development and their own identification of social and educational
inequities.
You have been selected to participate because you are a secondary teacher in a
comprehensive middle or high school in the [Southern California] School District. As an
employee of the district, you are invited to participate and share your experiences to help inform
this study. This survey will take approximately 12 minutes to complete and all responses are
confidential.
Background Information
1. Indicate your current role:
a. Teacher
b. Teacher on Special Assignment
c. Administrator
d. Other:___________________
2. How many years of classroom teaching experience do you have?
a. 0–5 years
b. 6–15 years
c. 16+ years

125
Adoption Process
3. Did you participate in your district’s ethnic studies early adoption phase?
a. Yes
b. No
c. Not Applicable
4. If yes, in what way did you participate? (Check all that apply)
a. Attended a focus group
b. Attended listening session
c. Attended town hall meeting(s)
d. Was part of a development committee
e. Sent written feedback
f. Other:_____________
5. Also, if yes, would you be willing to participate in a 30-minute interview?
a. Yes
b. No
c. Not sure
6. How familiar are you with the state’s ethnic studies framework?
a. Very familiar
b. Somewhat familiar
c. Not very familiar
d. Not at all familiar
e. Not applicable
7. Did the school district provide you with a copy of the state ethnic studies framework?

126
a. Yes
b. No
c. Not sure
8. By what method(s) did the school district provide you a copy of the state ethnic studies
framework? (Check all that apply)
a. Email
b. Memorandum
c. U.S. Mail
d. Website
e. Other:___________________
Teacher Preparation
9. How familiar are you with how the school district plans to implement ethnic studies?
a. Very familiar
b. Somewhat familiar
c. Not very familiar
d. Not at all familiar
e. Not applicable
10. Your instruction includes elements of the state Ethnic Studies framework:
a. Yes
b. No
c. Not Sure
11. What additional support, if any, do you need from your site leader and/district leadership
to effectively implement Ethnic Studies instructional practices?

127
a. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________

128
Appendix H: Screening Protocol for Parents
Research Question(s)
● What do the parents that participated in the ethnic studies adoption process think about
the final adoption of the resolution, which puts into place the IES program? (CF: Outputs
and policies)
● How do the parents that participated in the ethnic studies adoption process engage with
the school district to adopt the ethnic studies program? (CF:School systems as political
systems)
● In what ways if at all did parent engagement influence the district decision to adopt the
program? (CF: Outputs and policies)
● How do the parents that participated in the ethnic studies adoption process in one school
district describe the community engagement process for the adoption of an ethnic studies
program? (CF: Inputs: Demands/Supports)
Concepts From the Conceptual Framework That Are Addressed in This Survey
While Easton’s political systems framework does not explicitly address parent
engagement, it can be argued that parent engagement plays a role in several components of the
framework.
Firstly, parent engagement can be seen as a form of input into the political system.
Parents, as members of society, can communicate their demands, needs, and expectations to the
political system through various channels, such as parent-teacher associations, community
groups, and political parties.
Secondly, the outputs of the political system, such as education policies and programs,
can directly impact parents and their children. Parent engagement can play a role in evaluating

129
these outputs and providing feedback to the political system, which can lead to changes in the
input and the political system itself.
Thirdly, parent engagement can also be seen as a form of feedback in the political
system. Parents can evaluate the outputs of the political system, such as the quality of education
and the effectiveness of education policies, and provide feedback through various channels, such
as surveys, meetings with policymakers, and social media.
Overall, while parent engagement may not be explicitly mentioned in Easton’s political
systems framework, it can be seen as an important aspect of the interaction between the political
system and society. Effective parent engagement can help ensure that the political system is
responsive to the needs of parents and their children and can lead to more effective and equitable
education policies and programs (Easton, 1979).
Target Population
● Parents of students in one particular Southern California School District during the 21–22
academic school year
Introduction
Dear Participant:
We invite you to take part in a research survey aimed at better understanding the
experience and perceptions of parents in the adoption process of ethnic studies in one southern
California school district. The purpose of this study is to gain insights into how the change
process began and how parents were involved in the adoption of ethnic studies.
Your participation in this survey is crucial to help us gather data on how the involvement
of parents impacted the final resolution of the adoption process. By answering the survey

130
questions, you will help us understand how community engagement and empowerment were
achieved during the adoption process.
The survey will be administered online and will take approximately 10–15 minutes to
complete. Your responses will remain confidential and will be used solely for research purposes.
Participation in this survey is voluntary, and you may withdraw at any time without penalty.
Survey Items
Table H1
Survey Items and CF Alignment
Demographic
1. What is your gender?
a. Male
b. Female
c. Prefer not to say
2. What is your ethnicity?
a. White
b. African American or
Black
c. Hispanic or Latino
d. Asian or Pacific Islander
e. Native American or
Alaska Native
f. Mixed ethnicity
g. Other (please specify)
_______
3. Did you have children in X
Southern California School District the
academic school year 2021-2022?
a. Yes
b. No

131
Close-Ended
1. On a scale of 1 to 10, with 1 being
poor and 10 being excellent, how would
you rate the district’s ability to engage
parents through communication in the
ethnic studies adoption process in
comparison to past efforts?
2. How strongly do you agree or
disagree with the following statement:
“The ethnic studies adoption process was
transparent and inclusive.”
3. On a scale of 1 to 5, how wellinformed do you feel about the
implementation of the IES program?
4. How satisfied are you with the
final adoption of the resolution that puts
the IES program into place?
5. On a scale of 1 to 10, how well do
you think the IES program will address
issues of inequality and injustice in
education?
6. To what extent do you believe that
the IES program will help promote
diversity and inclusion in schools?
7. How likely are you to recommend
the IES program to other parents?
1 (not at all) / 2 / 3 / 4 /
5 / 6 / 7 / 8 / 9 / 10 (very
well)
Strongly agree /
Somewhat agree /
Neither agree nor
disagree / Somewhat
disagree / Strongly
disagree
1 (not at all) / 2 / 3 / 4 /
5 (very well)
Very satisfied /
Somewhat satisfied /
Neither satisfied nor
dissatisfied / Somewhat
dissatisfied / Very
dissatisfied
1 (not at all) / 2 / 3 / 4 /
5 / 6 / 7 / 8 / 9 / 10 (very
well)
Not at all / Slightly /
Somewhat / Moderately
/ Very much
Extremely likely /
Somewhat likely /
Neither likely nor
unlikely / Somewhat
(CF:
Inputs:
Demands/
Supports)
(CF:
Inputs:
Demands/
Supports)
(CF:
Outputs
and
policies)
(CF:
School
systems
as
political
systems)
(CF:
Outputs
and
policies)
(CF:
School
systems

132
8. How important do you think it is
for parents to be involved in the ongoing
development and implementation of the
IES program?
unlikely / Extremely
unlikely
Not at all important /
Slightly important /
Somewhat important /
Moderately important /
Very important
as
political
systems)
(CF:
Outputs
and
policies)
(CF:
School
systems
as
political
systems)

133
Open-Ended
1. Can you share your thoughts on
why intersectional ethnic studies is
important for your child’s school
district?
Open-ended (CF:
School
systems
as
political
systems)
Closing
I would like to take a moment to express my sincere gratitude for your participation in
this research survey. Your contribution is invaluable in helping us gain a better understanding of
the adoption process of ethnic studies in one southern California school district and how
community engagement and empowerment were achieved. Your thoughtful and honest responses
will provide valuable insights into this important topic, and we greatly appreciate the time and
effort you have put into completing this survey.
Once again, thank you for your participation and for sharing your valuable perspectives
with us. Your input is essential in helping us make a positive impact on education and
community empowerment.

Abstract (if available)

Abstract This dissertation investigated the engagement strategies utilized by educational leaders during the adoption of intersectional ethnic studies (IES) in a Southern California school district amid a politically charged environment. The study leveraged Easton’s political systems framework and Kotter’s change model to analyze the processes and outcomes of engaging diverse stakeholder groups. The analysis focused on school board members and senior district leaders, community organizers, consultants, teachers, district and site administrators, and parents, aiming to understand their experiences, motivations, and perceptions regarding the adoption of intersectional ethnic studies. The research revealed that successful policy adoption hinges on proactive community engagement, transparent communication, and trust-building among all stakeholders. These strategies proved effective in aligning divergent perspectives and fostering a consensus supportive of the IES initiative, underscoring the importance of inclusive dialogue and collaborative decision-making in educational policy implementation. The findings highlight the necessity for educational leaders to prioritize transparent and open communication channels with all educational partners to mitigate resistance and enhance policy acceptance. By offering insights into the experiences of a wide array of stakeholders, this dissertation contributes to a deeper understanding of the complexities involved in adopting educational policies within diverse and dynamic community settings. It underscores the critical role of stakeholder engagement in navigating the sociopolitical challenges inherent in implementing significant educational reforms.

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Creator Enloe, Elizabeth Anne (author)

Core Title Navigating political polarization: a group case study of community engagement in the adoption of intersectional ethnic studies in a Southern California K–12 school district

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2024-05

Publication Date 04/30/2024

Defense Date 04/28/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag community engagement in education,Easton’s political systems framework,educational policy adoption,intersectional ethnic studies,Kotter’s change model,OAI-PMH Harvest,political polarization in education

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Contributor Electronically uploaded by the author (provenance)

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