Stereotypes and biases affect our lives. Assumptions can lead to stereotypes and unfair thoughts about individuals and groups of people. Whether it is based on race, sexism, or several other categories we put individuals in, everyone is linked with a stereotype. However, depending on physical appearances, some individuals experience the callous realities of stereotyping more often and more severely. From an early age, most individuals learn or taught about stereotypes, therefore one they reach adulthood, they think that their assumptions are accurate and do not think about the stereotypes they impose upon others.
Prejudices and stereotypes can occur at anytime and anywhere. Unfortunately, the classroom is one of those places that remain racially divided. As noted by Marshall and Oliva (2010), “Although we have come a long way from the ingenuous and naive blindness to racism and inequity that is highlighted by Cervantes’s poem of over 20 years ago, there is still a lot to accomplish for the achievement of real social justice with regards to racism, sexism, homophobia, and other such issues.
One stereotype that teachers often take into the classroom by teachers is the suggestion that minority students do not perform as well as white students. As a result of biases such as these, the achievement gap between minority and white students is a constant issue in America’s educational system. Brown v. Board of Education (1954) was the turning point for education and racism when the United States Supreme Court declared segregation unconstitutional. Although it would take time for all schools to become desegregated, it is this historical event that is responsible for starting the process.
Although America’s educational system has made tremendous strides, racism is a stereotype and prejudice that continues to plague the classroom. As in the 21st century, Nettleton Mississippi schools, black students could not run for student class president. Racism is only one type of stereotype that enters the classroom and affects the teaching and learning process. Sexism is another stereotype that is created in the classroom that can have social and academic effects on individuals.
Research shows that an oppressive classroom environment impairs learning and academic performance for students oppressed with identities (Pitman, 2010). Sexism in education occurs at an early age. While children of both sexes typically play together, as they get older they spend less and less time playing with children of the opposite sex. When students are lined up according to gender, teachers are stating that boys and girls should be treated differently. When different behaviors are acceptable for boys and not girls because boys will be boys, schools and administrators continue the oppression of girls.
Teachers tend to associate girls as being feminine and are praised for being calm, neat, and quiet, whereas boys are encouraged to be selfthinkers, participate, and speak up. By the time students have completed 12 years of schooling, the achievement gap has widened. Females, who generally outperformed the males in their early school years, now trail on all subsections of the Scholastic Aptitude Test (SAT) and the American College Testing Program Examination (ACT), with the greatest discrepancies surfacing in the math and science areas (Dauber, 1987).
In an attempt to eliminate sexism, the U. S. Department of Education enforced, Title IX of the Education Amendments of 1972. According to Title IX, “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. ” I think since the implementation of Title IX we have seen changes in education and its administration. Just like racism and sexism, classism is another stereotype that educators may bring into a school setting.
There is a strong connection between racism and classism. Classism is differential treatment according to social class. Some classism stereotypes that educators take into classrooms are poor students lack motivation and there is no parental involvement. This stereotype continues to surface in schools today. It often leads to low expectation, teachers fear students that are of no threat and it prevents educators from addressing the real issue of unequal access to human rights. Classism is a key player in education.
The harsh reality is that children from low income families tend to experience homelessness, suffer more illness due to inadequate healthcare, which in turn impacts student achievement. As Paul Gorski (2008) notes, “Regardless of how much students in poverty value education, they must overcome tremendous inequalities to learn. Perhaps the greatest myth of all is the one that dubs education the “great equalizer. ”
Without considerable change, it cannot be anything of the sort. With the implementation of No Child Left Behind the goal is to address the achievement gap, but classism became a focus as well. School performance is closely related to economic class. Although NCLB addresses the issue of teachers being highly qualified, provides funds to improve student achievement, and holds districts and schools accountable, it does not address the issues that occur outside the classroom for students. Stereotypes and biases affect our lives.
Assumptions can lead to stereotypes and unfair thoughts about individuals and groups of people. Whether it is based on race, sexism, or several other categories we put individuals in, everyone is linked with a stereotype. Educators can address these challenges by actively respecting cultural differences, by engaging cooperative strategies, and not acting on the stereotypes and/or prejudices as if they are true. By addressing and accepting cultural differences, educators will create a culturally sensitive learning environment.