Date of Graduation
Fall 12-16-2025
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Curriculum & Instruction
Thesis Chair
Karen L. B. Burgard Ph.D.
Abstract
This transformative mixed-methods study investigates the academic and personal impacts of Mexican American Studies (MAS) courses on South Texas high school students, addressing critical gaps in Texas-based research. Quantitative measures were combined with qualitative data from semi-structured interviews to reveal a comprehensive picture of MAS outcomes. While quantitative results show moderate academic gains, they also reveal MAS’s powerful role in fostering cultural understanding and student engagement. Qualitative analysis reinforces these findings through five intersecting themes: personal growth, representation, engagement and opportunities, empowerment, and challenges. Guided by Critical Race Theory, LatCrit, and Chicanx Studies, the research demonstrates that ethnic studies courses provide culturally sustaining pedagogy that affirms heritage, strengthens identity development, and cultivates critical thinking within inclusive learning environments. These findings underscore the urgent need to expand ethnic studies curricula in Texas, highlighting their potential to advance educational equity and transform K through 12 schooling.
Recommended Citation
Rivera, Lesley A., "The Educational Impact of Taking Ethnic Studies in K12: A Mixed Methods Study of Students in Ethnic Studies Courses" (2025). Masters Theses (Archived). 59.
https://digitalcommons.tamusa.edu/masters_theses/59