Abstract
Although new Social Framework for California makes an effort to increase diverse perspectives, students, community members and many teachers have been advocating for explicit attention to ethnic histories, world-view and cultural production as a central focus of their social science education (California Department of Education, 2016). The academic and social value of Ethnic Studies Education has been demonstrated by multiple studies; and specific categories of curriculum and instruction practices to facilitate that value have been identified (Sleeter, 2011). This study will identify factors that influence how closely a teacher’s instructional practice align with the instructional practices described by Sleeter and others. Understanding which factors influence the teacher’s implementation can assist in the planning and development of In-service and Preservice ethnic studies training.