South Asian Representation in the American Education System

Throughout the United States, most schools follow the Common Core curriculum. One major issue with this curriculum is its representation of South Asians and their culture. There are significant gaps in how South Asian history, culture, and contributions are presented in the K–12 system. While efforts have been made to improve representation, not all have been effective. Although progress has been achieved in bringing South Asian voices into the classroom, much more work remains.

Let’s begin with the omissions in South Asian history. Dr. Sohyun An, a professor at Kennesaw State University, found that 18 U.S. states made no reference to Asian Americans in their social studies curricula. While East Asian history is occasionally included—such as Japanese internment, World War II, and the Chinese Exclusion Act—South Asians are almost entirely absent. Moreover, when South Asia is mentioned, it is often portrayed in a generalized and reductive manner. Indian contributions to fields like math and science are downplayed. While it is commonly known that the concept of zero originated in India, the broader scope of Indian scientific and mathematical innovation is often ignored. For instance, Sushruta, around 600 BCE, described over 300 surgical procedures, including rhinoplasty, cataract surgery, and bladder stone removal. Aryabhata, an Indian astronomer, proposed heliocentric theories centuries before Copernicus, yet modern education gives credit solely to Copernicus. Foundational concepts such as the number pi and trigonometric functions were developed in India, but are not acknowledged in most curricula.

Equally concerning is the omission of Indian American history. Important events such as the Bhagat Singh Thind v. United States case—on racial classification and citizenship—are not taught. The Bellingham riots, in which Sikh lumber workers were violently attacked and expelled from Washington State, are also overlooked. These omissions suggest that South Asians are still not fully recognized as civic and cultural contributors in American history.

While much has been left out, it is also important to analyze the content that is included. When South Asia is addressed, it typically revolves around colonialism, partition, the caste system, and Hinduism. While these are significant topics, the way they are presented is narrow and one-dimensional. For instance, discussions of colonialism often ignore the violence and cruelty of British rule and instead focus primarily on Gandhi’s philosophy of nonviolence. Major events like the Bengal Famine—which caused an estimated three million deaths—and the Jallianwala Bagh Massacre—where British troops fired on a peaceful, trapped crowd, killing hundreds—are usually omitted. The efforts of other Indian freedom fighters, such as Babasaheb Ambedkar, Subhas Chandra Bose, and Sardar Vallabhbhai Patel, are rarely mentioned.

The caste system and practices like Sati are also often misrepresented. The caste system is typically taught through a colonial lens, emphasizing its most oppressive forms without acknowledging the evolving nature of the system or the ongoing reform movements in India. Sati, the controversial practice of widow immolation, is also mischaracterized. While it did exist in parts of India, it was not unique to the region—it also occurred in places like Russia and Fiji. Moreover, in some Indian regions, this practice was more accurately referred to as Jauhar, which arose during times of invasion. In such cases, when husbands died in battle, their wives feared rape and enslavement by enemy forces and sometimes chose mass self-immolation. While these practices are no longer relevant in modern society, their selective portrayal contributes to a skewed, overly negative image of South Asian culture—especially regarding women's roles.

Despite these challenges, there have been efforts to improve representation. For example, during the California Textbook Controversy (2016–2017), the State Board of Education voted against replacing “India” with “South Asia” and restored several key cultural terms. Additionally, 11 states have passed legislation or initiatives to incorporate AAPI history into classrooms using toolkits developed by organizations like TAAF and SAAPRI. However, implementation remains uneven—for example, fewer than 30% of Illinois schools have adopted these curricular changes. Organizations such as SAADA, AAEdu, Make Us Visible, TAAF, and SAAPRI continue to develop educational materials and advocate for inclusive, accurate representations of South Asians in the curriculum.