Students advocate for Ethnic Studies at the Rhode Island State House

“Ethnic Studies is a deep dive into different ethnic backgrounds, not just their culture, but their history," said Julianna Espinal, an 11th grader at Classical High School.

Milia Odom and Julianna Espinal

Youth leaders with OurSchoolsPVD hosted a State House press conference to celebrate State Representative David Morales’s introduction of the Ethnic Studies Bill (H5836), which high school students co-wrote.

Julianna Espinal, an 11th grader at Classical High School and a youth leader with the Providence Youth Student Movement (PrYSM), and Milia Odom, an 11th grader at Central High School and youth organizer with ARISE and OurSchoolsPVD¹, emceed the event.

Here’s the video:

“Introducing this bill is an exciting milestone in our campaign for Ethnic Studies, which we’ve been leading since 2020, and youth in Rhode Island have been fighting for since 2016,” said Espinal before providing a little history about OurSchoolsPVD and Ethnic Studies. “OurSchoolsPVD first came together in 2019 after the state took control of Providence Public Schools to ensure that those most impacted by what happens in our education system have a voice in decision-making.

“When coming together, OurSchoolsPVD discovered our 3Ds, which is our vision: Democracy, Dollars, and Dignity. As part of this vision, OurSchoolsPVD fights for our community to have a voice under the state takeover while fighting for Ethnic Studies.

“Ethnic Studies is a deep dive into different ethnic backgrounds, not just their culture, but their history. This bill would specifically uplift Native American and Indigenous history, Black and African American history, Asian American and Pacific Islander history, the Armenian Genocide, Arab American history, and Latin American history. There are a whole lot of other stories that should be covered in Ethnic Studies as well.

“We want every school in Rhode Island to offer yearlong Ethnic Studies classes, more project-based work instead of test-based work, and more teachers of color, all of which this bill supports.”

“This matters to me because I have had many experiences outside of school being able to learn about Ethnic Studies. I spent two years in the ARISE summer program, where they were very transparent about Ethnic Studies. We learned that Ethnic Studies is different from multicultural studies because it is the study of deep ethnic history and includes an analysis of structures of power. It is important to emphasize the difference because multicultural studies is the study of multiple cultures, not history. Everyone deserves to know their history, where they came from, and where their parents came from. It also pays homage to our ancestors who came before us, who went through trials and tribulations just to give us the life we have now.

“This is something I am extremely passionate about, and I feel my peers deserve to experience Ethnic Studies as well.”

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“I’ve been a youth leader at OurSchoolsPVD since my freshman year. I stayed on as a youth leader even after leaving Central because I love how we fought to see change in the Providence School Department,” said Jesslynn Melendez, a 12th grader at East Providence High School and youth leader with OurSchoolsPVD. “I’m supporting Bill H5836, for which I have worked for four years. I’m passionate about it. By moving from one school to another midyear, I can provide insight into how school districts are different. I went to Central, a school that offered Ethnic Studies as a semester class and wasn’t advertised to students. I had never heard of the course until leaving Central High School sophomore year. East Providence High School has no such thing as ethnic studies. Instead, they offer African-American studies and women’s history as a semester course.

“There is a lack of diversity in East Providence. Out of a hundred teachers, there is one teacher of color. This is harmful for many youth. This doesn’t allow students to see teachers that seem like them. Now, there are many white students in the school. Having ethnic studies will help them learn about other cultures. This leads to less racism and hierarchy between races.

“As someone who is Puerto Rican and speaks Spanish, it is hard to find others who have the same cultural background and customs as me. Being asked questions or looked at weirdly for certain things is harsh. Ethnic Studies in a school like East Providence High School can lead to understanding and forming a community where students will know the hardships of certain cultures and groups and how saying or suggesting certain things aren’t jokes but harmful.

“A quote by Audre Lorde states, ‘It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.” Ethnic Studies can help students feel more included and more heard, changing how we see the world.”

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“I’m here on behalf of OSPVD as an alumni!” said Angel Solis, a first-year Community College of Rhode Island student and a youth leader with OurSchoolsPVD. “I support Bill H5836, which will introduce an ethnic studies course to all high schoolers in Rhode Island alongside a curriculum that will provide a basis for educators and students alike to work with.

“This bill isn’t just for the sake of having an extra class to attend; it’s about broadening a student’s knowledge about the importance of ethnicity and the historical background of their communities. I was raised in a diverse community and was taught in diverse schools, like the many students here in Providence. So, this chance to deepen the bond and knowledge of our histories and ethnicity sounded great when I heard about OSPVD’s fight for Educational Justice. When I was a sophomore, I had little to no knowledge about what ethnic studies were, which was interesting as, over time, I learned more about it, and the more I figured out, the more I asked myself, why don’t we have it? This question was further emphasized once I was put into an ethnic studies class in my junior year. I, to say the least, was pleasantly surprised. Not to say there weren’t any complications at the start. Specifically, when it came to the curriculum and the teacher’s uncertainty about teaching on the matter, she went along with the curriculum given to her, which felt like the standard ‘paper handout and test’ form of instruction. That was until a Student Teacher came along.

“From that point forward, that class transformed into something else. That first curriculum was put aside, and instead, a more open-ended and hands-on approach was put into practice, which certainly engaged the students much more effectively. We were encouraged to give our thoughts and ideas, think critically, and be open-minded and curious while respecting the topics we were discussing. Every day was something new and didn’t feel as rigid as the rest of my classes; we had various projects assigned to us once we were shown a new topic.

“We learned about the significance of religion and gender and why it matters now; Native Americans were used as the focal point. There was also the article about how Guatemalans fought against the “Modern-day Conquistadores,” which was meant to reflect how Native Americans lived through that same situation against the same opposition, The United States, which brings me to the Mexico Immigration Study. We were to analyze a song by Los Tigres Del Norte titled “Somos Mas Americanos,” Which is translated to “We are more American.” It shows the perspective on how immigrants are treated as lesser Americans, although that same land Americans inherited was originally theirs. This led to a project in which we had to interview an immigrant, and then we made an Immigration Tree Metaphor based on our background and the information we pulled from the interview. To say this isn’t worth fighting for is a complete lie; this should be a graduation requirement for all schools, as I believe this will make a grand impact on the students and educators, and in the future, an impact on society.”

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“I’m a parent, a parent organizer, a community organizer, a leader, a parent leader at PLEE, and someone who believes deeply in the power of education to build belonging, truth, and justice,” said Naiommy Baret, the parent of a multilingual learner in Providence elementary schools, a parent leader and organizer with PLEE, and board member of Rhode Island Kids Count. “As a parent, I want my children to be seen, heard, and honored in their education. I want them to understand where they come from and how systems have shaped the lives of our communities. Not to feel shame but to find power and purpose. I want them to sit in classrooms that don’t shy away from complexity but lean into it with compassion and honesty.

“We are living in a time when Black and brown histories are being erased from classrooms across the nation - from book bans to laws restricting how race and identity can be discussed. We are witnessing a deliberate effort to dismantle public education as a space for truth-telling, critical thinking, liberation, and personal growth, making this moment in Rhode Island more urgent.

“The Ethnic Studies Bill is a bold and necessary step toward ensuring our young people, my baby, are not robbed of their histories or their voices. It would establish a year-long ethnic studies course in every high school and make it a core graduation requirement. It would ensure that students in Rhode Island learn about native and indigenous peoples, African-American history, Latin American contributions, Asian American and Pacific Islander experiences, the Armenian genocide, and more.

“I know I’m not alone. Families across Rhode Island want our children to graduate ready to lead with empathy and courage, stand up against injustice, and understand the interconnected stories that have brought us to this moment. This is what ethnic studies offers, and it’s why it must be protected and expanded. This bill was co-written with students. As parents, we are so incredibly proud of them.

“Our young people are not asking for permission to lead. They are already leading. It’s our responsibility to back them up with a policy that reflects their brilliance and boldness and champion this bill. These young leaders are paving the way for all children in Rhode Island. I envision my little Afro-Latino boy growing up to be a proud young man, confident in his roots and inspired by the courage and leadership of these trailblazers. We are not just opening the doors to courses. We are building confident and courageous adults who lead with love and empathy for all. Together, they’re setting an example for future generations, proving that with an education rooted in truth and justice, our children can lead the way toward a brighter future.”

Adequoyah and Akissa Mathews

“Growing up in a predominantly white area, we were two of the few BIPOC students at our school. Because of this, we faced marginalization, daily microaggressions, and racism, said Adequoyah and Akissa Mathews. Adequoyah is an 11th grader at Met High School and youth leader with Youth in Action and OurSchoolsPVD. Akissi is a 9th grader at Met High School and youth leader with Youth in Action and OurSchoolsPVD. “We often felt overlooked, and we know this treatment was enabled by the lack of diversity in our school’s student body and curriculum. Without representation in what we learned, it created an environment where students felt it was acceptable to act in these harmful ways.

“One of the clearest ways we felt this underrepresentation was in our history classes. Throughout our education, there has been a consistent lack of care when discussing African American history. America was built on the backbone of African Americans, yet our contributions and struggles are often altered, downplayed, or skipped altogether.

“When these topics did come up, we felt the weight of being some of the only Black students in the class. Every time slavery or civil rights were mentioned, we could feel all eyes on us. We were isolated and ‘othered’ because our culture and identities were not seen as important enough to be fully represented in our education.

“This is why an Ethnic Studies course is crucial. It would provide representation for students like us - helping us feel seen and valued - and foster understanding among all students, including those who may not share our experiences. Learning true, unfiltered history benefits everyone. And to be clear, this is not about removing anything from white students or their education—it is about adding truth, context, and a sense of belonging for all students in Rhode Island.

“For students of color, education should not be a place where we feel invisible. Representation in the curriculum is more than just history—it’s a message that we matter, that our experiences are real and that our contributions are worth learning about. When students see themselves reflected in what they learn, it builds confidence and a sense of belonging in the classroom. Instead of feeling like outsiders in a space that should uplift all students, we can finally see our identities as valuable parts of the American story.

“Research has shown that ethnic studies programs improve student engagement, academic performance, and cross-cultural understanding. When students feel connected to what they are learning, they are more likely to succeed. A study from Stanford University found that ethnic studies courses significantly improved attendance and GPAs for students who took them. By fostering cultural awareness, these courses also help break down stereotypes and reduce racial biases.

“Passing this bill is a step toward making Rhode Island’s education system truly inclusive. Students should not have to feel invisible in their schools. Representation in history matters, and we urge you to support this bill so that future students do not have to feel the way we did.”

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“I am so excited to be here today to advocate for the passage of this bill to bring Ethnic Studies to all Rhode Island students alongside such brilliant youth leaders and their adult allies,” said Caleigh Rockwal, Civics teacher at Hope High School and member of Providence Caucus of Rank and File Educators (PVD CORE).

“I have been a classroom educator for six years, and my students are the most engaged when they are learning their history and seeing a direct connection between what they are learning and the worlds and communities they live in. The unfortunate reality is that most classes in Rhode Island schools do not engage students in this kind of study. The curriculum is often rigid, scripted, and white-washed, denying students the opportunity to learn about their individual histories and how they impact the world around them. This lack of relevance - not skill or will - is a significant factor behind the test score and attendance crises people love to gripe about today. Who wants to learn about something that is not for you?

“As a Civics teacher, I consider myself lucky because my curriculum includes a student-led action project that allows students to study and take action on issues they see in their community. This autonomy inspires my students to refine important academic skills like research, argumentation, and public speaking - the things we want to develop in our students. My projects have been successful because I have been able to draw from training, resources, and the expertise of youth-led organizations in Rhode Island. Youth are the experts on what is relevant, and I appreciate that this bill calls on RIDE to use their expertise. We need more collaboration with the community in our schools, and we need this explicit provision to ensure that such collaboration is central to bringing and keeping Ethnic Studies to Rhode Island.

“Not only do students not want to learn about things that are not for them, but they also do not want to learn from people who are not for them. I also appreciate that the bill encourages RIDE to develop more pathways to recruit and retain teachers of color. Students deserve expert educators who will be able to execute the Ethnic Studies class with fidelity, and doing so requires a deliberate effort from us to build schools that are more representative of our students.

“We need teachers who know our students’ histories, languages, and cultures. And we, as adults, need to protect these teachers and give them the resources they need to feel safe, respected, and valued at school. By bringing more community members into our schools, we can make our schools feel more like a community.

“This campaign has made it this far because of the hard work of the youth leaders in the OurSchoolsPVD coalition. As you have seen directly today, our young people are strong, committed, articulate critical thinkers passionate about making their worlds better and unafraid to speak their truths. As a teacher, they are exactly who I want my students to grow into. If the students who already possess these skills tell us that they need Ethnic Studies to continue growing, imagine how many more voices and leaders will be up here with us for the next fight should this bill pass. Our youth here are the experts - and if we are smart, we will listen to them.”

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The last person to speak was Veal Senecal, a 12th grader at JMW School for the Arts and a youth leader with PrYSM and OurSchoolsPVD. Senecal read her classmate Sarah Xiong’s speech.

“I am here on behalf of Sarah, who can’t be here tonight. Sarah’s words are important, not just to uplift her experience of taking an ethnic studies course with ARISE, but as a student outside of Providence like myself. We’ve taken that same course. Sarah says:

‘In the summer of 2022, I took ARISE’s ethnic studies program for two weeks. We learned more than just history. We discussed our communities in Rhode Island and the changes we can make. We learned about the destructive effects of major historical events on marginalized groups and, of course, the unfiltered history of communities of color.

‘Then, in the fall of that same year, I took Ethnic Studies at my school. This was my first real exposure to a deep dive into this subject. Of course, we had gone over some of the content in the summer program, but this class provided many more examples and allowed us to do projects of our choosing. A memorable one was a senior who presented her findings on the Tulsa Massacre in the twenties. The project I chose was on Japanese Internment during World War II. Both of these events I had never known existed. Not a drop of information about these events was in my textbooks for any other class. Not to mention, other students had not had my experiences in ARISE’s Summer program who were able to learn about the events that left a major impact on their, and other’s, communities.

‘I’ve learned a lot from the courses, and it benefited me and other students, even if they do not have the same experiences as me. The fact that we were exposed to the subject is important. Now that we are aware of the histories of communities of color, we can no longer say that we never knew that systemic racism was an issue in the first place. We at least have a foundational understanding of Ethnic Studies that informs how we understand power around us.

‘It’s especially important that we continue building and gathering support for Ethnic Studies and to continuously teach communities, especially students, about the harsh truths and realities of our history that still have lasting effects today. Whether or not we have Ethnic Studies, we, as students, will continue to be affected by our history. The next generation of students will continue to feel those effects, and the generations will also.

‘It is vital that we set a better example than the one we have today for the next generation so that Rhode Island does not continue to falter with inaccurate and filtered information. In this bill, we propose a student-led council to oversee the implementation of Ethnic Studies. This council will be made up of at least one student and one teacher from each school district and a representative from five community-based, youth-led organizations. The council will work together to develop and update this course and curriculum. The council would begin in the fall of 2025 and continue permanently to adapt to students’ shifting needs and environments.

‘As students begin to take this class, we will evaluate and improve based on what students feel is needed. Please consider our request and support House Bill 5836 in support of Ethnic Studies. This request is specifically meant to do good and benefit everyone in the State of Rhode Island, not just me or my peers, but students from districts across the state.’

State Representative David Morales (Democrat, District 7, Providence) and Providence City Councilmember Juan Pichardo (Ward 9) also spoke. Click on their names to be taken to see a video of their speeches.

1. OurSchoolsPVD includes the Alliance of Rhode Island Southeast Asians for Education (ARISE), Providence Student Union (PSU), Providence Youth Student Movement (PrYSM), Youth In Action, Young Voices, Parents Leading for Educational Equity (PLEE), Rhode Island Center for Justice, and the Center for Youth and Community Leadership in Education (CYCLE).