The Complexity of Identities

What? In The Complexity of Identity: “Who Am I?” by Beverly Daniel Tatum, the author portrays the power dynamic between dominant and subordinate identities. Tatum mentions doing an “I am _____” exercise with her students. Tatum recognizes that “in the areas where a person is a member of the dominant or advanced social group, the category is usually not mentioned” (Tatum, 10). For example, students who are part of minority groups mention the fact they are a part of that group, like “I am Puerto Rican” while White students usually do not mention their race because they are the dominant identity and culture. Tatum also discusses the fact that people are judged on seven different categories of race or ethnicity, gender, religion, sexual orientation, socioeconomic status, age and physical or mental ability (Tatum, 11). The level of oppression someone experiences depends on how one fits into these categories. If they fit into the subordinate identity of the category they are more oppressed than someone who fits in the dominant identity of the category. Since “dominant groups set parameters within which the subordinates operate” the dominant identity sets the rules and social norms which the subordinate identities have to follow (Tatum, 11). In Another Kind of Public Education by Patricia Hill Collins, the author gives another perspective on power dynamics between dominant and subordinate identities by discussing her own personal experiences. Collins was an African-American who felt like, “public school education had almost silenced [her]” (Collins, 2). She was surprised when her teacher asked her to discuss what the flag meant to her and her “speech stated [her] commitment to the democratic ideals that the flag engender — in particular, fairness, equal opportunity, and justice for all” (Collins, 4). Her teacher told her to make adjustments and to rewrite her speech so it conformed to her and the dominant identity standards. Collins stated that she was told that her opinions were not relevant in this context. She was censored by her teacher and the culture of the school and was told what she was supposed to think. Collins discusses that “schools do more than teach. They control access to jobs, sort people into groups, attempt to control what we think and say, attach privilege to some and not to others…” (Collins, 5). This portrays that dominant and subordinate identities are very prevalent in our society and that if a subordinate identity does not follow the norms set by the dominant culture they will face social consequences.

So What? In the preface and first chapter of Another Kind of Public Education by Patricia Hill Collins, the author explains how education and democracy are connected. Collins discusses our “colorblind society” and that “race has been tightly bundled with the social issues of education and equity in the U.S. context” (Collins, Preface X). Society has a preconceived notion about the “other” community and that communities affect the success of others. Collins explains how “it is important for us… to analyze critically the terms of our individual participation in upholding or challenging these practices” (Collins, 27). She is stressing that institutions need to have better opportunities for subordinate identities who are usually forced into specific mindsets and environments. Collins conveys that some races and ethnicities are left behind in the shift to private schools and that there is inequity between dominant and subordinate cultures based on the seven categories discussed by Tatum, age, race, sexual orientation, class, etc. Class seems to stand out when it comes to private schools. Since minorities seem to get fewer opportunities than White families, they are forced into lower-income jobs and therefore are not able to send their children to private institutions making the population of student bodies at private schools mostly dominant identities. Tatum furthers Collins’ point by stating that, “dominants do not really know what the experiences of the subordinates is (Tatum, 4). Minorities can understand what other minority groups experience because they have very similar struggles. Oftentimes, dominant identities think they know what subordinate identities experience but they really do not and therefore can sympathize but never empathize. Public schools are sometimes swept under the rug when in actuality it is more beneficial for subordinate groups because they receive more equal opportunities.

Now What? The arguments discussed in these readings have helped me recognize my perspective on where I stand in society and how I can deconstruct societal inequity in my personal experiences. This semester I will be working with the community partner, Canal Alliance, and helping people develop their English. Most of the people I will be working with are low-income Latinx individuals. I think knowing more about dominant and subordinate identities will help me take a step back and allow me to create a better connection with my students. Since I am considered a “dominant identity” through society’s eyes and have not experienced much oppression, I will never be able to empathize with them but I will try my best to understand their struggles and connect through some personal experiences. I do not want my students to feel as if I have more power because I am White and they be subordinate based on their class and race. I want them to understand that I want to help them get access to equal opportunities and not forced into thinking a certain way about certain topics.