Frequently Asked Questions

Ethnic studies is a straightforward and uncontroversial topic. Recognizing that America is a historically and increasingly diverse country, ethnic studies curricula should inform students about the variety of ethnicities and cultures that comprise the American tapestry, including their struggles and key contributions to our nation. Ethnic studies, taught appropriately, addresses the parts of American history involving prejudice against minority groups, but it does not focus on them to the exclusion of all else. The goal of ethnic studies should be to prepare children to engage positively and respectfully with peers of every background.

Openly admitting that its goal is not to educate but to create political activists, a different, ideologically-driven approach – often, but not always, going by the name “liberated” ethnic studies – perverts and corrupts ethnic studies. It rejects the notion that America’s diverse groups are equal partners in improving our shared future. It instead constructs a rigid hierarchy of deservingness into which it shoehorns groups based primarily on their physical appearance or membership in a particular ethnic group. Children are taught that, solely because of their ancestry, some groups are “oppressors” who must constantly apologize and defer to “oppressed” groups, who themselves can justifiably commit any act against those supposed oppressors. Members of “oppressed” groups are also taught that there are many obstacles in their path, which is disempowering.

This ideological approach is a zero-sum paradigm under which one person’s gain can only come at the unfair expense of another, and all differences in group achievement are necessarily the result of prejudice.

A constructive approach to ethnic studies values the contributions of myriad ethnic, racial, and religious groups to the American story and teaches our children about their histories and cultures in an honest and balanced fashion. Educating students about the various historical experiences of different groups – such as Blacks, Latinos, Asians, Jews, and so on – is the constructive way of teaching ethnic studies. The constructive approach to teaching about differences seeks to find common ground and does not pit the different groups against one another or assert a hierarchy of value in the way that liberated ethnic studies does.

A good litmus test while comparing curricula is to check whether the material prioritizes facts or judgments. Does it stick to facts and ask good questions, or does it weave narratives and presume to tell students how they should react?

Pay special attention to sections that purport to teach the “hidden side” of or the “untold story” behind a historical event. Are these sections adding new information, or just reinterpreting things in service of an ideology or political agenda?

Ideology that has spread across the U.S. explicitly teaches our children to think in divisive terms and trains them to become political activists. Instead of being taught to respect each person as an individual and to judge everyone by their behavior and the content of their character, children are taught to look at other people through the lens of physical characteristics like race, ethnicity, or religious background. Different groups are apportioned different value. Students who are part of the “oppressor” groups – white and “white-adjacent” (including Asian Americans, Hindu Americans and Jewish Americans) – are made to feel guilty, unwelcome, and unappreciated for the purported wrongdoings of their ancestors. Those in the “oppressed” groups are taught that the world is unfair and the deck is stacked against them, which may disempower them from working to overcome adversity.

We want education to leave children curious, open-minded, and eager to explore; the ideological approach seeks to divide people from a very young age, closes the door on one of children’s most valuable traits – curiosity – and renders some people’s histories more “worthy” than others.

America is founded on the idea that anyone can achieve success regardless of their background through hard work and perseverance. Our nation’s Bill of Rights provides each of us with extraordinary personal freedoms. The concept of America as a melting pot has such staying power not just because of our incredibly diverse population, but also because Americans can be proud of their heritage without taking anything away from their American identity. Here we are free to enjoy and draw on a vast array of cultures without seeing them as alien. In a world where so many countries are founded on an ethnic or religious identity, our foundation in pluralistic ideals marks the American experience as unique.

Adherents to radical ideologies (like “liberated” ethnic studies) see American multiculturalism not as a strength but as the hallmark of subjugation. According to their worldview, one group’s accomplishment must necessarily come at the expense of another – the antithesis of “a rising tide lifts all boats.” They often assert that there is no collective American journey toward prosperity, but rather a constant struggle of inherently virtuous “oppressed” groups against inherently immoral “oppressor” groups.

Where America offers the chance to forge one’s own path and start fresh with each generation, proponents of ideological approaches (like “liberated” ethnic studies) seek to define everyone by their forebears’ worst acts, no matter how far in the past they may have occurred.

Parents must be made aware of the radical ideology increasingly permeating K-12 curricula because there is no guarantee that changes to curricula will be announced or made public. A key part of our mission is promoting transparency in establishing or modifying curricula and providing parents with the resources and information they need to push back against ideological frameworks whenever they appear.

Of course, not all teachers are promoters of ideology. Some may not have heard of it; others may have heard of it, but do not know much about it; yet more might know a bit about it but may not understand how or why it is harmful. Many would far prefer a better way – like the constructive ethnic studies curriculum – The American Story – which THINC is developing.

THINC provides information as to how ideology divides our students against each other, cultivates uncomfortable environments, and provides a poor educational foundation for our children. 

Elected officials similarly may not understand this ideological worldview or how or why it is harmful. We provide the information they need to make informed decisions about education policy. For example, if an elected official is alerted to the dangers of an ideological  curricula, he or she can intelligently discuss it with constituents and fellow legislators. An elected official can be a force multiplier in raising awareness about why the ideological approach to education is dangerous. We hasten to add that THINC Foundation is entirely apolitical.

Follow THINC Foundation on social media for news and check our News page regularly for legislative updates and thought leadership. If you can, stream your local school board meetings or go in person; they are all open to the public. Finally, if ideology comes to your school district, let us know! We may be able to help raise awareness or provide useful advocacy material.

The ugly truth is that you may not be aware if activists are trying to insert ideology into your child’s school, because they are routinely hostile to curricular transparency. Don’t let them get away with it; as the parent of a child in public school, you are entitled to know what your children are being taught. Keep asking questions and get the answers in writing if possible.

Speak with your child’s teacher and the school administration. Attend a school board meeting. Speak with other concerned parents and the Parents Teachers Association (PTA). Once you have all the facts you can muster, tell your local TV station or newspaper that it’s happening if they haven’t already reported on it. The more people who know, the better.  Drop us a line at info@thinc.org (we can’t act on or respond to all inquiries).

THINC Foundation promotes transparency in K-12 education and is developing a constructive ethnic studies curriculum that fosters civil dialogue, critical thinking, and mutual respect. Through research, public engagement, policy advocacy, and curriculum development, THINC works to ensure that schools prepare students to participate thoughtfully and responsibly in our diverse democratic society.

No. The THINC Foundation is an entirely apolitical organization.

Yes. This designation means that THINC can endorse sound education policies, but not candidates for elected office.