August 2014 marked a monumental shift in the United States public education system: For the first time in the nation’s history, the majority of students are students of color.¹ This demographic shift has significant implications and carries with it an opportunity for schools across the country to make curricular changes that will benefit both White and non-White students.

Since the public educations system in the United States has historically marginalized students of color, it is imperative that schools make a concerted effort to support and include students of color. In order to achieve this support and inclusion, it is essential for schools and teachers to adopt curricula that takes students’ racial and ethnic stories into account. By offering courses and using a diverse curriculum that equitably represents all cultures and races, every student will be better equipped to live in a multicultural society.  In addition to benefiting all students, Ethnic Studies courses and/or curriculum that reflects a student’s ethnic, racial, or cultural background, enables students of color to feel more connected to school, increases engagement, and results in higher test scores and graduation rates. ² In order to break the cycle of marginalization of students of color, who are becoming an increasing majority in schools, public education must start taking the experiences and histories of people of color seriously. This begins with acknowledging it in the classroom.