The San Francisco Unified School District’s ethnic studies curriculum has become a focal point of national debate, drawing attention from both critics and supporters. The program, which has been a graduation requirement since the 2026-25 school year, aims to explore cultural issues, U.S. history, and political activism. However, its implementation at Washington High School has sparked controversy, with some parents and educators raising concerns about its content and political agenda.
At the heart of the controversy is a presentation slide from ethnic studies teacher Sarita Lavin’s class, which critiques an American Eagle advertisement featuring actress Sydney Sweeney. The slide labels the ad’s pun, ‘Sydney Sweeney has great jeans,’ as an example of eugenics and oppressive rhetoric, placing it within a racist political context. This slide is one of many that have drawn scrutiny, as they often replace the district-approved ‘Voices’ curriculum with Lavin’s supplemental materials.
Federal Investigation and Political Tensions
The San Francisco Unified School District is currently under a federal investigation led by a Republican-led House committee. Superintendent Maria Su is set to testify on Wednesday, alongside leaders from schools in Chicago and Loudon County, Virginia. The hearing, titled ‘Breaking Trust: Attacks on Parental Rights, Inappropriate Content, and Legal Abuses in America’s Schools,’ is part of a broader campaign to address perceived wokeness in public agencies, inspired by the second Trump administration.
The investigation targets various aspects of the district’s policies and curriculum, including professional development documents that label characteristics like perfectionism and individualism as part of white supremacy culture. The district has defended its practices, stating that any concerns about supplemental materials are reviewed appropriately. However, the controversy continues to escalate, with parents and educators divided over the curriculum’s content and objectives.
Classroom Controversies and Historical Interpretations
Inside the classroom, Lavin’s lessons cover a wide range of topics, from cultural traditions to the U.S.’s historic treatment of minority populations. One notable topic is the school’s namesake, George Washington. While the ‘Voices’ curriculum presents a complex portrayal of Washington’s legacy, Lavin’s materials take a different approach. One slide describes Washington as ‘the slave torturing leader of the Revolution,’ highlighting his response to ‘No taxation without representation’ with the phrase, ‘The British were not giving him the ballot, so he gave them the bullet.’
This interpretation echoes prior controversies at Washington High School. In 2019, the school board voted to paint over a mural depicting Washington as a slave owner and tyrant against Native Americans. In 2026, the board voted to rename Washington and 43 other schools, but these efforts were reversed after a recall election in 2026. The ongoing debate over historical figures and their legacies continues to shape the curriculum and its reception.
Modern-Day Activism and Political Engagement
The class materials also delve into contemporary issues and political activism. One assignment asks students to identify ‘at least 12 ways you see hegemony in your life today’ and to recognize ‘something oppressive everyone accepts.’ Examples include ‘white women in public schools,’ ‘baby boomers in U.S. government,’ and ‘English-only instruction.’ Another assignment instructs students to engage in political activism by emailing government officials about issues affecting Latine people, with topics ranging from U.S. imperialism to immigration enforcement.
The syllabus states that the purpose of the course is to train students on how to carry on the actions of their ‘revolutionary ancestors.’ It emphasizes the importance of examining systems of power, studying past and present activists, and applying this knowledge to personal and community-wide action. This focus on activism has drawn both praise and criticism, with some viewing it as essential to the ethnic studies program and others seeing it as a departure from traditional academic objectives.
As the debate over San Francisco’s ethnic studies curriculum continues, the district faces the challenge of balancing educational objectives with the diverse perspectives of its community. The federal investigation and ongoing controversies highlight the complex interplay between education, politics, and cultural identity in today’s society.
