Quantitative Evaluation
Quantitative Evaluation Findings
Across the 2007‐2008 school year, differences wereexamined between KHS ethnic studies students and acomparison group of similar students not taking ethnicstudies. Relative to the comparison group, ethnic studies
students increased their:
 involvement with groups different than their own;
 understanding of ethnic studies terms and concepts;
 commitment to their community’s improvement; belief in having the capacity to relate to people fromdifferent backgrounds; and sense of power as individuals.
Counter‐intuitively, relative to the comparison group,ethnic studies students increased their belief in men’srole as final decision‐makers (regarding gender roles).
In 2011, surveys were conducted to evaluate thecourse unit developed around the book, The Tattoo.
When looking at just the KHS ethnic studies students
before and after The Tattoo Unit:
 Students increased their awareness and understandingof different forms of violence.
 Students increased their acknowledgment that they do
not need to fight in order to stand up for themselves,
and that there are other alternatives.
 At pre‐test, students who admitted to acting violently
attributed the decision to another person. At post‐test,
students attributed the decision to the need to protect
themselves, a family member, or a friend.
 After the unit, more students reported that being non‐violent (1) is the right decision, (2) is the best way to
avoid getting hurt or hurting others, and (3) will
positively affect their future.
 Most enjoyed the unit as it was relatable, and allowed
them to be more aware of themselves and others.
Further details can be found at:
 Rehuher, D., Momohara, C.‐B., Sugimoto‐Matsuda, J.,& Hishinuma, E. S. (2010, November). Ethnic Studies
Course evaluation, 2007‐2008: Technical report.
Honolulu, HI: Report to Kailua High School.
 Momohara, C.‐B., Sugimoto‐Matsuda, J., Hishinuma,E., & Chang, J. (2011, August). Kailua High School
Ethnic Studies Evaluation—”Tattoo Unit”: Technicalreport. Honolulu, HI: Report to Kailua High School.

Implications & Limitations
Implications
 Ethnic studies courses that incorporate culturally
relevant and social justice approaches to education
have the potential to promote academic performance,personal growth, and prejudice reduction.
 The KHS curriculum offers suggestions for otherschools, but it is not a prescriptive program. Schoolcommunities need to take cultural context andindividual needs of their learners into consideration
when developing ethnic studies curricula.

Ethnic Studies
atKailua High School

Limitations
 The qualitative study focused on only one unit of thecourse, and was conducted by one of the KHS ethnic
studies teachers rather than an external program
evaluator.
 The quantitative study used self‐reported data and a
relatively small sample size, although statisticallysignificant results were found despite the small samplesize. The 2007‐2008 comparison group may have
involved some self‐selection of when the students
wanted to take ethnic studies, and thus, was not atruly randomized control group. The 2011 pre‐postcomparison did not involve a comparison group. The
ethnic distribution of the KHS students may not be
representative of most high schools in Hawai‘i.

“I’ve had hard classes before, but this one takes a
lot of thinking. If they [students] get it, thenthey will leave with an appreciation for othercultures. That’s something that you can’t takeaway from someone.”‐ Mark Silva, Kailua High School Class of 2007,
in the school newspaper, “Surfrider”

Resources Educationweek. (2012, March 29). Amber Makaiau [Videofile].
Retrieved
v=OT41EN5k1w0

from

http://www.youtube.com/watch?

 Jackson, T. (1984).

Philosophy for children; philosophy in theschools project. A guide for teachers.

 Makaiau, A., & Glassco, K. K. (2008). Kailua High School ethnic
studies and philosophy student workbook.

 Makaiau, A., & Glassco, K. K. (2008). Kailua High School ethnicstudies and philosophy teacher’s guide.

 Makaiau, A. S. (2010).

Adolescent identity exploration in a
multicultural community context; An educator’s approach torethinking identity interventions.
Doctoral Dissertation,
University of Hawai‘i at Mānoa.

For More Information
 Amber Makaiau, Ph.D.—maniniz@yahoo.com
 Kailua High School—(808) 266‐7900; kailuahs.k12.hi.us
Note: This brochure’s content is that of KHS and not necessarily ofthe organizations that provided funding.

The following agencies and individuals contributed to theKailua High School Ethnic Studies course and evaluation:
The Asian/Pacific Islander Youth Violence Prevention
Center, University of Hawai‘i at Mānoa
Dr. Amber Strong Makaiau & Ms. Kehau Glassco
Principal Francine Honda & Kailua High School
administration, faculty, staff, & students
Philosophy for Children Hawai‘i,
University of Hawai‘i at Mānoa
Department of Ethnic Studies,
California State University, Sacramento
The Centers for Disease Control and Prevention
The Cooke Foundation
Queen Lili‘uokalani Children’s Center

The History of Ethnic Studies

Kailua High School

Qualitative Evaluation

What is Ethnic Studies?

Kailua High School (KHS)

Qualitative Evaluation Findings

The academic discipline of ethnic studies wasestablished in the late 1960s, at the height of theAmerican civil rights movement. The purpose was tolearn about the history of all ethnic groups through thewords of the people who lived through those histories,
as well as engage students to promote social justice intheir communities. Ethnic studies programs at theuniversity level have expanded across the nation, buthigh school classes remain few and far between.

KHS is a public high school located on the Windwardside of O‘ahu, Hawai‘i. It services the two communities ofKailua and Waimānalo. As of the 2010‐2011 school year,
KHS’s demographics were: Fall enrollment—866 students, of which 53% received
free or reduced‐cost lunch.
 Major ethnic groups—54% Native Hawaiian, 11% White,
10% Filipino, 9% Japanese, 4% Samoan.

From 2005 to 2007, a large‐scale qualitative study
that involved 89 Kailua High School ethnic studies
students was conducted to investigate the impact of thecurriculum (see Makaiau, 2010). The study focused on
the third unit of the course, where students inquired
into their own self‐concept and shared their findings
with their community of inquiry.

The Ethnic Studies Curriculum
Creation of a High School Ethnic Studies Course
In 2004, two social studies teachers at Kailua HighSchool (KHS) designed and implemented a culturally
relevant ethnic studies course. This was part of acollaboration with the Asian/Pacific Islander YouthViolence Prevention Center (APIYVPC) at theUniversity of Hawai‘i, Mānoa, which included theDepartment of Ethnic Studies at California StateUniversity, Sacramento.
The curriculum was introduced as an after‐school
pilot program in 2005, and then became part of theschool’s regular offering in 2006. Since then, thecourse evolved using feedback from the APIYVPC’sresearch, teacher action research, collaboration withcommunity organizations (e.g., Philosophy forChildren Hawai‘i), and student feedback. In 2007,
KHS’s Principal made ethnic studies a required
elective course for graduation, establishing KHS as thefirst school in the U.S. to have such a requirement.

Course Goals
The main goals for the program focus on:
 Understanding of: the history of ethnic groups in theU.S., violence indicators, and ethnic identity of
oneself and others Skills including: thinking critically andphilosophically about ethnic studies concepts,
interpersonal communication, and personalreflection
 Increasing: empathy for others, connectedness,
empowerment to make positive changes in thecommunity, and personal responsibility for
resolving issues of violence
Version 4/9/12

Six major units were developed, plus a civic action unit,
which requires a community‐service project:
1. Citizenship and Participation: an intellectually safe
community of inquiry is created, and the concept of civicengagement is introduced.
2. Contextual Background: a glossary is created, containing
54 terms/events related to ethnic studies.
3. Self‐Concept: students apply the glossary to conduct aninquiry into their own self‐concept.
4. Violence in Our Community: students read The Tattoo (oran alternative book), thinking critically about the text
through writing and philosophical discussions.
5. Struggles for Ideal Democracy: students study historicalexperiences of ethnic groups in the U.S.

Process Evaluation
The following describes how the program has grownsince its inception.
YEAR

DESCRIPTIONSTUDENTSTEACHERS

05‐06

Pilot
After School

11Mixed Grade206‐07

Elective
During School

55 Juniors &Seniors

22+ 15 in‐serviced

07‐08

08‐09
09‐10

Required Electivefor Graduation

320
Freshmen

3+ 14 in‐serviced
4

10‐11

4

11‐124

Results from the study showed that students not
only appeared to grow academically from their
participation in the course, but also personally and inter‐personally. Academically, the students developed
their abilities to construct philosophical questions,gather relevant information for an inquiry from avariety of sources, analyze data, construct a well‐
reasoned thesis, write, reflect, and participate in aphilosophical community of inquiry. They also showed
increased understanding of ethnic studies vocabulary
and concepts.
Personally and interpersonally the students exploredtheir identity for the first time, recognized that they
could affect the identity construction process, werehelped through the developmental transition period ofadolescence, and overcame prejudices towards others.
As one student put it: “I have learned that racism
lives off of the racist remarks we make towards others.
I am still living and still learning. I have much ahead ofme to learn and experience. I blossomed into something
more, my growth increase every day…I am a girl thathonors all of my family names, I am a proud leader,and I am Hawaiian (Female, Age 17, 2007).”