Relating ‘Women of Color’ to Gender Bias in Today’s Classrooms
The term ‘women of color’ basically refers to 1970s, the epoch when
the struggle for racial equality within the US was not fully won and the position
of women remained still deprived. In fact, this term still remains relevant
even nowadays since different spheres of human life are affected by gender biases
and what is more important this problem exists even in the sphere of education
and affects dramatically practically every classroom. This is why it is extremely
important to trace gender biases related to ‘women of color’ in
order not simply to better understand the essence of the problem but also to
find possible solutions of the currently existing problem.
It is not a secret that originally the term ‘women of color’ was
associated with non-white women of the US, including not only African American
women, but also Asian American, Native American, Hispanic American, i.e. women
representing different racial and ethnic groups. At the same time, such a categorization
of non-white women into ‘women of color’ symbolized the unity of
women representing discriminated ethnic and racial minorities in their struggle
for their civil rights and equal opportunities compared to the rest of the American
society of that epoch.
At the same time, it is necessary to clearly realize that this was not simply
a part of racial movement against racial discrimination but it was also a feminist
movement for the rights and opportunities of non-white women living in America
and having American citizenship. In this respect, it is worthy to note that
women of color represent a variety of ethnic groups which are really different
from white community. It should be pointed out that the development of feminist
movement in the US led by white women did not make all women really equal since
women of color were really different from white women, their needs, preferences,
interests, values, etc. could be and were different. This is why the development
of women of color concept and movement also symbolized the struggle of feminists
representing different non-white races in their striving for better life, equal
rights and higher opportunities.
Unfortunately, despite the fact that women of color have been active since 1970s
their position in American society still remains quite arguable and deprived.
Probably, it is most obvious in the sphere of education since the dominance
of traditional biases typical for conservative part of American society are
still significant and play an important role in the contemporary classrooms
which are still white and male dominated.
In such a situation, it is necessary to analyze what actually prevents women
of color from the possibility to really feel equal to other members of American
society and do not feel deprived. On analyzing this problem, it is getting to
be obvious that the root of the problem of the discriminated position of women
of color may be found in basic forms of gender bias that are currently present
in the curriculum.
First of all, it is necessary to underlined that historically women of color
remained in the shadow and their role in American history and their place in
American society were traditionally underestimated. Unfortunately, the situation
has not changed dramatically for better even now and this is why it is possible
to speak about such a form of gender bias as the invisibility of women of color
which are not sufficiently presented in textbooks and learning materials and
what is more there is not enough information about them and their contribution
in the development of the US.
Secondly, gender bias affects even human language and nowadays it is still possible
to speak about linguistic bias which results in the wide use of language affected
by masculine oriented words, such as caveman, forefather, etc. In such a way,
language is getting to be gender overshadowed in which traditional masculine
terms dominate in the language that is quite discriminating for women of color,
as well as for women at large. This is a particularly serious problem in classrooms
deprived of newest textbooks and materials.
Naturally, it is also necessary to remember about stereotypes that still dominates
in society and which to a certain extent defines the attitude to women and,
consequently shapes certain beliefs and wrong public image of women of color.
As a result, often the role and behavior of girls is strictly regulated by such
stereotypes which as a rule imply that they should be passive and dependent
and there is practically no room for women in color self-realization and alternative
directions where they could apply their knowledge, skills and abilities, such
as science, or sport.
Furthermore, it should be pointed out that often classrooms as well as educational
process are imbalanced and affected by male dominance. Practically, it means
that textbooks are basically focused on male achievements to the extent that
males turn to be practically the main contributors to the development of the
mankind (another example of linguistic bias). For instance, there is little
visual representation of women in color as well as women at large, while there
are amply of portraits and images of male scientists in textbooks.
Another serious gender bias relating to women’s in color position in the
contemporary classrooms is unreality which basically results in the interpretation
of some arguable facts in such a way that they would not really raise the problem
but remained practically untouched and soon forgotten. As a result, such arguable
points are simply omitted than really discussed as serious problems.
Also, there remains the problem of fragmentation in the contemporary classrooms
when the position and contribution of women in color in the development of the
US and American society remains not fully covered and fragmentized. Consequently,
students cannot fully realize the problem and analyze it objectively but are
basically acquainted with its one-sided variant, for instance, the development
of feminism which is traditionally presented from female perspective without
discussions of its profound effect on society at large, including males.
Finally, there is a cosmetic bias which illusionary represents the role of women
and their contribution in the development of science for instance but in actuality,
there is little consistent information about their scientific work and its effects
on science. In other words, this bias leads to the use of women in order to
create an illusory impression of the equality of male and female, including
women of color, but in actuality the latter are rather used to create a positive
image of a textbook, for instance, than to really get students acquainted with
their works and contribution.
Thus, it is possible to conclude that regardless all positive changes that have
occurred in American society the problem of numerous gender bias related to
the position of women of color in American society and American history is still
relevant and what is more important the gender bias persists in classrooms.
Consequently, the situation in the society would hardly be changed until the
situation in classrooms remained unchanged.
Bibliography:
1. Collins, P. H. 2000. Black Feminist Thought. New York and London: Routledge.
2. Tatum, B. 1993. Racial identity development and relational theory: The case
of Black women in White communities. Wellesley, MA: Stone Center for Research
on Women.
