ABSTRACT
The creation of ethnic studies classes in the 1960s and 1970s was heralded as an opportunity for “an increase of students of color, faculty of color, a more comprehensive curriculum that spoke the concerns and needs of marginalized communities of color.”1 With this rise in the number of students and faculty of color came a corresponding need to provide alternative instruction that emphasized the contributions of nonwhite Americans to the shared culture-history of the American population. However, did that struggle create the classroom we had hoped to create?
