Redefining American History Education: The Role of Ethnic Studies in Unveiling the Complexities of the Yellow Peril and Japanese American Internment

Abstract

This study examines the representation of Japanese American history in U.S. high school social studies textbooks, focusing on five key topics: the Chinese Exclusion Act of 1882, Japanese immigration to California, the Yellow Peril narrative, the Immigration Act of 1924, and the forced internment of Japanese Americans during World War II. Drawing on the qualitative frameworks of the American Textbook Council’s (ATC) (2021) and the National Council for Social Studies (NCSS) (2023) General Review Guidelines, the study analyzes content from widely used textbooks to identify gaps in coverage and historical context, particularly regarding the racial ideologies that influenced exclusionary policies and the complex generational experiences within Japanese American communities. Findings reveal that textbooks often portray Japanese Americans through narrow and oversimplified frameworks, with an insufficient exploration of the racial biases that shaped policies such as internment and limited discussion of Japanese Americans’ contributions and challenges before and during World War II. These limitations suggest a need for curriculum reforms aligned with California Assembly Bill 101 (California Legislative Information. [AB 101], 2021) and Assembly Concurrent Resolution 18 (Assembly Concurrent Resolution. [ACR 18], 2023) which emphasize inclusivity and diversity in educational materials. The study concludes with recommendations for expanding textbook content to provide a more comprehensive understanding of Japanese American history, thereby fostering empathy, critical thinking, and cultural competency among students.