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Module 5: Race, Class and Gender
What are the roles of race, class and gender in society and education?
How does it shape our view of the world?
Examine the race, class and gender lens
Analyze experiences regarding race, class and gender in society and education
Identify the role of race, class and gender in the development of cultural Identity
The Matrix of Oppression (Matrix of Domination) shown below, was created by Patricia Hill Collins, distinguished University Professor of Sociology at the University of Maryland, College Park USA. This matrix identifies intersections of various social minority groups. Specifically this matrix demonstrates multiple systems of oppression and/or discrimination.
According to this week’s readings, there is a difference between "thinking comparatively" and "thinking relationally". People think comparatively when they learn about experiences other than their own and begin to compare and contrast the experiences of different groups. When people think relationally, they see social structures that simultaneously generate unique group histories and link them together in society. It is important to think about how race, class and gender interact rather than just looking at them individually.
You will also view a website that asks the question "what is the race, class and gender lens?" then take a short quiz to test your understanding.
Then you will read this week’s article which poses a set of 50 statements of realization that the author explains. While reading these statements, think about your own personal experiences and whether or not you can agree with what is stated. The author of this article discusses her own experiences with "white privilege". What does the video below suggest about this phenomena?
1. Take the Education and Equity Awareness Quiz
As you review the quiz link above, jot down your own answers.
Compare the correct answers to your own answers.
How did you do on the quiz?
What were some surprising results you found?
2. Go to the Race, Class and Gender Lens website
Read the description of the race, class and gender lens
Take the short quiz: Testing your understanding
3. Read Article: White Privilege: Unpacking the Invisble Knapsack
Read the article and the 50 statements of truth the author presents
Are there any statements listed that you can answer "yes"?
Are there any statements listed that you answer "no"?
What do you think this suggests?
4. Watch video clip: Privilege Explained
What does this video clip suggest?
What resonates with you from this video?
What questions do you have after watching this video clip?
How has your view of the word "privilege" changed?
5. What is Privilege? Letʻs Talk about it.
Privilege is unearned access or advantages granted to specific groups of people because of their membership in a social group. Privilege can be based on a variety of social identities such as race, gender, religion, socioeconomic status, ability status, sexuality, age, education level and more.
CLICK HERE and Read through this article: Power and Privilege in the Classroom.
Watch the video clip found on the page or CLICK HERE
I suggest changing the playback speed to .75 (she talks quickly)
This is a great - straight forward video that explains what privilege is and how does it apply to us and our students?
Whatʻs Due this Module:
Forum Discussion Quiz 5
A major goal of education is to prepare students for jobs and for citizenship. However, we often see more emphasis on preparing students for the world of work and less on preparing them to live in a pluralistic democratic society. Schools are increasingly focused on how students perform on various tests rather than being productive and contributing members of society. An emphasis on tests, however, should not preclude a focus on and attention to the dynamics of race, class and gender.
We do know that all of our students will have their identities shaped partly by their race, social class, and gender and that all of them will respond in one way or another to people who are different. As a culturally responsive teacher you will have a role in helping to shape students' interactions into positive ones.
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