In this qualitative study, we examined how participation in the California Black Studies Curriculum (CABSC) Project shaped the skills, practices, and mindsets of its participants. We used LaGarrett King’s Black Historical Consciousness as a conceptual framework to analyze data. We found that participants defined Black Studies both as a community-oriented field of study and as a subject area that reflects and represents the full spectrum of Black experiences. These definitions emphasized the importance of teacher-student relationship-building across all subjects. Educators reported adopting more student-centered learning pedagogies as a result of their participation in the CABSC Project. Our findings also highlighted a need for new professional development offerings by community organizations. Such opportunities can help prepare teachers to teach Black Studies effectively. Participants also discussed both enabling and constraining policies that may shape the implementation of a Black Studies curriculum in California. We concluded with two recommendations for enhancing teacher training and professional development related to Black Studies curricula.
Plain Language Summary
Lessons Learned From Creating a Black Studies Curriculum
This study explores how taking part in the California Black Studies Curriculum Project influenced educators’ teaching skills and approaches. Participants described Black Studies as both a community-focused field and a subject that reflects the full range of Black experiences. These perspectives highlighted the importance of strong relationships between teachers and students across all subjects. As a result of their involvement in the project, many educators reported using more student-centered teaching practices in the classroom. The study also reveals a need for additional professional development opportunities, especially those led by community organizations, to better support teachers in teaching Black Studies. Participants discussed policies that both support and limit how Black Studies curricula can be implemented. The study concludes with two recommendations to strengthen teacher preparation and professional development for Black Studies instruction.
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