Dominant Democracy
The words “dominance” and “subordinate” can evoke a very emotional and powerful reaction in one who hears it, whether that is a positive or negative reaction. There are conceptually “dominant” and “subordinate” roles in our society, from preconceived roles of different genders to inequalities experienced between different ethnicities in America. This plays a role in a broader concept called “dominant and subordinate identities.” Beverly Tatum, the author of The “ Complexity of Identity defines dominant groups as the ones who hold power in society and set the standard for how both dominant and subordinate groups act. Subordinate groups are defined as the ones who follow the parameters set by the dominant group. Tatum talks about the relationship between these two groups, stating,” The dominant group assigns roles to the subordinate that reflect the latter’s devalued status, reserving the most highly valued roles in society for themselves,” meaning subordinate groups are seen as unable to attain the idealized characteristics/roles (Tatum, 2000, pg. 12). When people start to identify with these groups, it can become an identity, and those in the dominant groups may become blind to the inequality that occurs in society, believing the conceptual roles given are innate and almost biological, while those in subordinate groups may think the same thing and will start to doubt their potential and strengths.
As dominant and subordinate identities run rampant, they affect people in ways they don’t realize until their situation is put into words. Patricia Collins, the author of Another Kind of Education writes about her experience being chosen to present a self-written speech about the meaning of the American Flag. Collins states,” My speech stated my commitment to the democratic ideals that the flag engendered — in particular, fairness, equal opportunity, and justice for all. Yet it also tentatively questioned the contradictions that surrounded the flag,” as she was felt empowered to dig into her own interpretation of the flag, an alternate view to the views most of her peers held (Collins, 2009, pg. 3). Her teacher did not hold the alternative view, which resulted in the “correction” of her paper, and therefore changing the meaning of Collin’s speech. She refused to change her speech, and another student ended up presenting a different speech — one that aligned more with the teacher’s ideal of the flag, in which democracy is the central theme.
Collins emphasizes this story to represent the problems that occur in the American public school system and democracy as a whole. Collins states,” According to her [teacher], my standpoint on the flag and American democracy lacked value if it contradicted her own,” which led her to question the blatant disregard for others (Collins, 2009, pg. 5). Often we are quick to dismiss others based on our implicit biases, prior knowledge, or beliefs. We primitively do things off the bases that it is in our best interest, and this is what Collins has stated democracy has become, creating the drifts in our society that cause certain groups to suffer under the dominant groups. She states,” When it comes to ideas about making democracy work, people are encouraged to neglect supporting democratic public institutions in favor of pursuing their own narrow self-interests…it is easier to be convinced of the benefits of privatization,” meaning the public institutions are becoming privatized due to the disregard for people who truly are in need of these institutions. Privatization also fuels inequality in the fact that it only serves those in privileged positions (who may support this private system since it benefits themselves), for example, the best quality of healthcare will be available to those who can pay for it, whilst those with preexisting conditions who cannot pay for medications and treatment will suffer. In terms of public education, Collin emphasizes that these inequalities, specifically racism that fuels too much of the dominant and subordinate identities that Tatum speaks about, must be spoken about. Instead of preaching democracy as the one and only, we must think more about equity and think of policies and actions that will benefit society as a whole, in which public education through school, home, and media as one of the most important ways to achieve this.
As I am about to embark on my volunteering experiences at Next Generation Scholars as an academic tutor, I think about Collins writing, and how even to this day, people of color, especially those who want to address the issues of racism are ignored, affecting their educational experiences, and daily living. Knowing Next Generation Scholars serve many underrepresented communities of school children in Marin County, with individualized tutoring and a hot meal program, it only encourages me more to think about how my actions could be a butterfly effect, a small action that leads to a big difference. A tutor can not only help with academics but also help strip away the concept of “dominant” and “subordinate” identities. I hope that I can be a driving force in someone’s life that is able to improve their life, access to education, and provide the individual with the tools to improve the world.
