Parents in San Francisco have voiced growing concerns following the school district’s decision to require all ninth-grade students to take a two-semester ethnic studies class, replacing what was previously an elective with a mandatory, yearlong course. The move by the San Francisco Unified School District (SFUSD), communicated to parents just days before the start of the 2024-25 academic year, has reignited debates on curriculum, ideology, and student choice, with lessons that may resonate in Thailand’s ongoing discussions over educational reforms and culturally responsive teaching CBS News San Francisco.
At the heart of the controversy are parents’ worries that the new ethnic studies curriculum may prioritize ideological perspectives over historical rigor, while also displacing other key subjects, such as world history. “It’s teaching to a particular ideology, not actual history,” stated one parent and local advocate, who nevertheless supports the broad aims of ethnic studies but finds fault in the course’s current implementation. Another parent observed, “Our ninth graders are saying I took this course already in middle school and why am I having to take it again as a ninth grader for a full year?” The course, which examines themes of racism, activism, and systems of economics including comparisons between capitalism and socialism, has sparked debate over where to draw the line between necessary social education and advocacy.
Rank-and-file parents have not been alone in questioning the abruptness of the mandate, which was introduced with limited notice via email. “All that we’re doing is creating ill-informed activists,” said another concerned parent, critiquing the curriculum published online. A further point of contention is the logistics: “The state law only requires one semester. … The fact that you’re required to take an extra semester leaves less time to take other classes kids may be interested in.”
California enacted a bill in 2021 directing all high schools to offer ethnic studies by 2025-26, making it a graduation requirement for the Class of 2030. However, SFUSD’s interpretation of the mandate as a yearlong class—not just the required semester—has fueled accusations of regulatory overreach and insufficient community dialogue. Some parents feel the district pushed forward too rapidly, ignoring calls for a slower, more consultative process.
The district, meanwhile, maintains that the course was introduced in accordance with state directives and highlights its decade-long experience offering ethnic studies as an elective. Nevertheless, with four years remaining before the state graduation requirement takes effect, families hope SFUSD will use this buffer period to reconsider both content and delivery.
For Thailand, where curricular reforms often grapple with balancing social inclusion, cultural identity, and academic rigor, the San Francisco case offers a timely case study. Thai educational leaders have recently debated the introduction of multicultural and ethnic studies within national curricula, as calls grow for greater recognition of the Kingdom’s diverse cultural fabric, from ethnic minorities in the North to Malay-Muslim communities in the South. The Thai educational system has typically emphasized national history and unity, sometimes at the expense of marginalized narratives. Lessons from San Francisco suggest that implementation—how, when, and with what input from families and communities—may determine whether such initiatives are viewed as empowering or divisive.
Some local experts argue that while ethnic or multicultural education can foster tolerance and mutual respect, its scope must be clear and its development participatory, to avoid perceptions of political bias or marginalization of core academic subjects. The experience in the United States, where “culture wars” around curricula have become increasingly common, highlights the need for transparent communication, phased rollouts, and mechanisms for parental and expert feedback.
Looking forward, SFUSD and other districts will need to refine their ethnic studies requirements, drawing on community feedback and rigorous evaluation. Many parents interviewed by CBS News Bay Area hope their input will be valued, reiterating a common aspiration: “We want to raise our kids here and provide the highest quality, rigorous curriculum. Giving our kids many choices and opportunities to learn.”
For Thailand, the actionable recommendation is to proceed carefully and inclusively in any reforms touching on cultural education. Any changes should be preceded by widespread consultation—especially with parents, educators, and cultural groups—and accompanied by clear, accessible explanations of both rationale and content. Ensuring curricular flexibility and safeguarding space for core academic subjects can help avoid backlash. As San Francisco’s experience illustrates, even the best-intentioned educational policies can falter if implementation is rushed or perceived as top-down.
For readers following developments in Thai education, the lesson is clear: Active engagement, transparency, and a commitment to balance are essential. Those wishing to participate in curriculum discussions should seek out upcoming forums, surveys, and public input opportunities at local schools or through the Ministry of Education’s digital platforms. Informed voices—whether educators, parents, or students—can help shape a system that values both academic excellence and true intercultural understanding.
Sources: CBS News San Francisco, California Ethnic Studies Legislation, EdSource.org, Thailand Ministry of Education, Thai PBS