Theory, Research, & Praxis
Chapter Eleven: Raw Tongue: How Black Women and Latinas Bring Their Multiple Identities into Collegiate Classrooms
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How Black Women and Latinas Bring Their Multiple Identities into Collegiate Classrooms
SHELLY A. PERDOMO
If one considers the intersecting identities of race, socioeconomic status, and gender in relation to verbal participation in classrooms, a number of feminist and educational scholars suggest that women of color employ voice and silence differently than White women (Anzaldúa, 1990; Blue, 2001; Collins, 2000; Fordham, 1993; Gilmore, 1997; hooks, 1989; Hurtado, 1996; Lorde; 1984; Luke, 1994). Unlike some White women, a number of women of color deliberately adopt voice and silence as methods of knowledge acquisition and/or resistance within classrooms (Hurtado, 1996). Although verbal participation and silence within a classroom have the potential to function as a process of knowledge acquisition and learning for women of color, women of color must constantly be aware of what they say and how they speak within classroom settings, because of the visible markers of race and gender (Hurtado, 1996; Luke, 1994; Winkle-Wagner, 2009). Because voice and silence have come to occupy vitally important places in U.S. educational systems (Kim & Markus, 2005), and voice is linked to effective learning in classrooms for women (Belenky, Clinchy, Goldberger, & Tarule, 1986; Hayes, 2000; Hurtado, 1996), this chapter explores how voice and silence, especially for Black women and Latinas, are never neutral or without meaning in collegiate classrooms.
The chapter focuses on undergraduate Black women and Latinas because racial and gender stereotypes, institutional climate, admissions criteria, socioeconomic...
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