Labels, stereotypes and gender profiling are often associated negativity. It has been my practice to avoid such labeling and stereotyping, but it’s a difficult task to accomplish. We are conditioned, programmed to form judgment before acquiring pertinent facts. Beyond the scope of labeling, is the task of categorizing. We begin by identifying who, and what we are. Consequently, we unearth what we’ve become based on education and cultural influences. More specifically we need to examine the challenges of cultural and gender bias, and how it impacts education through this discovery we will learn that we need retraining so we can overcome these imbedded biases.
In the beginning of the semester, we discussed the politics of locations as
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The way that we view behavior in a classroom determines how we view each gender in society. Do we reward assertiveness for all or just some? Is assertiveness viewed as acceptable behavior by girls or is it just seen as troublesome? Society often applies a double standard. It negatively views specific genders in an educational field, corporate or professional environment. We tend to favor one gender over another, and place stereotypical predispositions related to behavior or performances. I equate many of these bias judgements to greed not necessarily an actual limitation. For example, I don’t believe that the founding fathers of the United States actually believe that blacks were inferior. It is my belief that they created this narrative out of necessity based on power and greed. They needed to regulate blacks in a subordinate positions much like what occurs with women. White males needed to project themselves as be superior, and as a result deny others equal opportunities by limiting their …show more content…
During my childhood, I had the privilege of spending countless summers with my grandparents in the rural south following the ending of the Jim Crow era. This particularly unique experience provided valuable insight into what was expected from each gender. The patriarchal and matriarchal boundaries had been established through colonization. While expectations of an education didn’t exist for males or females, it would soon change as the days of being a homemaker’s and laborers’ would soon wane. Despite the lack of access and the denial of education access, it was understood that education was the key to future success. Rich discussing the fact that “black feminist cannot be marginalized as a result of white racism”. The reference of educated blacks is quite prominent in Rich’s as she makes references about WE Du Bois, Sojourner Truth and Fannie Mae
Bettina Love supports her thesis that the education system is broken and unsupportive of dark children through history. The reason we learn history is to learn from the mistakes and successes of others; Dr. Love points out that the negative aspects of American history are still prevalent today. After the Civil War, former slaves worked as sharecroppers for plantation owners in hopes of repaying debt. The debt was impossible to pay, and the plantation owners continued to put the former slaves to work without fair pay. Love analogizes the situation to the broken education system, saying that, “black students are sharecroppers, never able to make up the cost or close the gap because they are learning in a state of perpetual debt with no relief in sight” ((Love, 2019, p. 92).
They were to create their own schools, churches, right to land ownership and right to vote. However, the black codes restricted them from engaging in any activities which the whites were involved and freedom to participate in leadership. Precisely how did the codes aim to accomplish these
By 1850, most southern women had attended a school of higher education. These schools believed that a proper education prepared these women to be successful plantation mistresses. However, not every young woman was
On March 1 2017, I attended an event for the anthology A Good Time for the Truth: Race in Minnesota. This event included readings, musical performances, and a choreographed performance. The entire event completely captivated me, but I was most impacted by Andrea Jenkins reading from her part of the anthology titled “The Price We Pay: How Race and Gender Identity Converge”. In her piece, she talked a lot about gender identity, race, and how they intersect.
The white race felt that they were superior to other races of color and some of this same ideology is practiced by racist hate groups today. White Supremacy made it very hard for African Americans to get a non-laborious job. “Black people did not work at the bank or at the stores downtown, nor anywhere where they might have direct contact with white customers. Restaurants did not hire blacks to wait tables-and white diners would not have wanted black hands to bring them their meals, although everyone knew that black hands in the kitchen had patted out that biscuit dough and fried that chicken.” Although African Americans are human with very similar DNA to White people, they were still looked at as less than human due to white supremacy.
Naden khaled Ms. Amanda 11C 22/2/2017 Women’s Education and Jobs in The Antebellum Era Although women in the antebellum era were far from seen as equal american citizens, many changes happened that affected the way that the community looks at women. From nothing to schools that helped them learn and help them get a bigger opportunity. Despite how great women are now, long ago they didn’t have the right to work or even to go to schools. Women were expected to sit at home take care of the kids and maybe take care of a farm if she had one. Before the civil war women had somewhat of an education.
More specifically, he argues that the common goals freed slaves faced between 1830 and 1860—racial animus and Southern planters’ resistance— resurfaced again in the early 1900s. The planter class used their financial and political wherewithal to subjugate black laborers in a state of perpetual servitude—ex. sharecropping. “Keep the Negroes in the South and make them satisfied with their lot.” In response, the Negro Rural School Fund employed industrial supervisors to teach black educators. James Anderson also recounts the urbanization of the South and its impact upon the public education landscape. He sheds light upon the absence of black high schools in rural areas in the years following Reconstruction.
There is a story told over and over in country that the white male is the most privileged person in our society. We have the most money, we control the political agenda. There are countless historical examples and statistical data backing this claim. Men seemingly dominate all of the realms of our society. In a book titled The End of Men, this is explained “For nearly as long as civilization has existed, patriarchy - enforced through the rights of the firstborn son - has been the organizing principle,” Bassically for the entirety of recorded history, men have had the power and the privilege.
Their schools and buildings were severely underfunded and not properly maintained. Blacks could not socialize with white people in public or they risked being arrested. “A black male could not offer his hand (to shake hands) with a white male because it
In summarize, there were many ways to discriminate against the people of color. Power, Justice System and Race were just a few example of how it was
This permitted the whites to announce how hard they needed to work for their income, and basic structural issues were being disregarded. Thus was the idea of "The Silent Majority", political abuse utilizing color blind
Imagine being discriminated against just because of the skin color you were born with. In addition to promoting more power for the people of color in society these strong people were pushing for equality among everyone. Often times today the Black Power movement is misjudged or looked down upon, but if you look at what they really stood for it was not black superiority
Shirley Chisholm was the first African American woman elected to Congress. She became the first black woman to seek a major party nomination for the U.S. presidency. Chisholm helped place the African American culture in mainstream politics. In 1924, Chisholm spoke at the University of Missouri and emphasized a black woman's role in civil rights and the American culture. Chisholm describes the black women's role in American society as displaced and misunderstood.
The purpose of education for wealthy white women was to turn them into “ladies” that had a general education of the world. Southern academies made it a goal to prepare girls to accept a domestic and secondary life. “Education gave girls a mark of gentility and refinement; its intent was not to challenge the region’s dominant ideology and belief that a woman’s proper place was secondary to that of men” (McMillen 100). They needed an education so they could well represent their families and become excellent companions for their future husbands. They were to be obedient, hardworking and eventually
The new laws that the government had set in place made lives for black people very difficult at the time. When this law was put in place, the differences between blacks and whites were very clear. Whites got preferential treatment, just for being white whereas blacks had to struggle with daily