Abstract
Unlearning patriarchy as a man's problem lays the foundation for a required in-depth analysis to cement an alliance among women and men who identify as feminist supporters in the trenches, struggling for equity and social justice. The authors examine schooling experiences that embed and embrace various cultures, races/ethnicities, identities, and experiences for Latinas and Black women, hoping White women will be in a committed solidarity. Solidarity and unity among the intersectionality of diverse social movements is a must for sustainability of self-determination and social democratic citizenship in a world where feminicide is the most brutal violence for women. A study was conducted among Latinas and Black women to examine cultural awareness in their K-12 education. Findings demonstrated schooling experiences that ostracized participants based on their skin color and hair texture, but women participants expressed a desire to build critical consciousness about their real-life experience as racial beings in various contexts.
TopIntroduction
It is vital to contextualize the impact and significance of students of color attending college. More Latina women attend college compared to men in 2019, a 56% to 44% percent side-by-side comparison (Krogstad & Noe-Bustamante, 2021). Latinos in California have become the largest racial or ethnic group at 15.6 million and account for 39 percent of the state’s population (Krogstad & Noe-Bustamante, 2021). Texas has 11.4 million which accounts for 39 percent of the state’s population while Florida has 5.7 million which constitutes 26 percent of its population (Krogstad & Noe-Bustamante, 2021). Meanwhile, Latino enrollment in college increased from 3.17 million in 2016 to 3.27 million in 2017 (Quintana, 2021). The college enrollment increased from 14 percent in 2010 to 19 percent in 2019 (Krogstad & Noe-Bustamante, 2021).
The significance of this is students of color want to be in the forefront. The University of Texas at Austin has enrolled sufficient full-time Latinx students to be named a Hispanic-Serving Institution in a state that has the second-largest number of Latinx population nationally. It met the required 25 percent threshold at 26. 1 percent (Gamboa, 2021). The connection here is a dire need for women in leadership positions therefore enrollment must continue to increase in the coming years. A post-secondary education guides students in analyzing and reflecting deeper on certain issues but the opposite is seen where the most educated people are the most indoctrinated as they support the power structure (Chomsky, 2000). This is not the end result desired as students must have power to fight a White curriculum. There is no liberation until all are liberated and each other’s issues are addressed (Freire, 1970/2000). In principle, the change suggested is for the oppressor and oppressed to regain their lost humanity. The oppressed must liberate themselves. Freire mentions how the oppressed in the beginning of this humanization process are oppressors. The fear of freedom afflicts the oppressed who are oppressors. The oppressed have internalized the rules of the oppressor and are fearful of freedom (Freire, 1970/2000). Latinx students are advancing in education but poorly educated; a crucial issue is to be critical and exercise political leadership with upward mobility. Another main component is to take collective action and strive for solidarity among social movements.
Critical pedagogy strengthens democratization to include human rights, social provisions, civil liberties, equity, and economic justice (Giroux, 2013). Additionally, critical pedagogy prompts educators to look beyond individualistic, neoliberal goals to collective action. Educators are not neutral or frozen in inaction as we must take up positions and struggles to fight oppression. Thus, teachers need to have students question the everyday assumptions that are oppressive (Giroux, 2013). Social citizenship is key. Pedagogical practices are always placed in a context of unequal relations of power.
Key Terms in this Chapter
Critical Race Theory: A theory created in the 80s by Professor Derrick Bell in relation to critical legal studies and is used to address white supremacy and the subordination of people of color as a structural process.
Whiteness: An ideology socially constructed which signifies power and privilege.
Unlearning Patriarchy: Patriarchy is essentially a man’s problem not a women’s problem and men need to confront men on this.
Latinx: A term used to encompass the diversity of Latin American cultural or ethnic identity.
Colormuteness: Mica Pollock coined this term to address actively not talking about race.
Constructivist Grounded Theory: Kathy Charmaz stresses that this theory analyzes how and why participants enact meaning and action in specific contexts.
Intersectionality: A term coined by Kimberlé Crenshaw to recognize the multiple types of oppression experienced.