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May 1985 Spelman Spotlight
Profiles On Education Continued
Page 15
SUGAR AND SPICE continued from page 8
role that black women will play in society? It would seem not, for though the college is a
predominantly black one, there is no department which emphasizes solely a discipline
in African-American studies. There are classes offered in different divisions which has
as a basis a totally black interest, but for the most part these courses are usually
unrelated and by themselves cannot carry the weight of a full African-American
discipline. Several of these courses, specifically Introduction to Afro-American Art,
Seminar in Afro-American Theatre, Afro-American Literature, Black History Survey,
Survey of Afro-American Music, Afro-American Philosophy and Black Social
Movements are interesting in that they pertain to the various disciplines of the college
curricular. However, there is still a lack of major courses in the Psychology, Economics,
Science and, especially the Educational discipline which focus on African-American
people. In addition, although the courses are available in the various disciplines the
exact results of these courses are still directly measurable to the skill and proficiency of
the instructor.
In classes pertaining to women, there have been a number of courses and cores
developed in the last few years that focus specifically on black women. But again, these
courses, like those dealing with African-American studies, are only as effective as the
knowledge and insight brought to them by the instructors. It is of little value to offer
socially significant curriculum if the instructors are not able and willing, or are ignorant
of the nature and relevance of the courses.
It is stated in the 1979-80 issue of Spelman’s catalog that, “students are encouraged to
think critically, logically, and creatively; to develop competence in decision-making
and problem-solving, and to improve their use of communicative and quantative
skills.” If this statement is accurate it must be assumed that the instrument through
which these assertions will be accomplished is personified in the Spelman faculty.
Many students to whom I have spoken feel that a good many instructors are incapable
or otherwise reluctant to successfully teach these skills. The combined attitude of these
instructors appears, again, to reveal one which views the student population as an
ineffectual entity — a company of girls. In this context, I have personally witnessed
instructors, and more recently, one in particular, who referred to a Morehouse student
in the class and announced that it was imperative for the student to do well, for he and
others like him were the leaders of the future. I assume that he felt that the other thirty
odd females in the class were merely there for decoration. This example has been
reiterated several times in direct and indirect ways. Instructors who consciously or
unconsciously practice this type of teaching are detrimental to the purpose of Spelman
College. For it is also stated in the catalog that Spelman “offers opportunities for
leadership roles for women.” It is obvious that the type of instructors aforementioned .
are not even aware of the purpose of the institution in which they work.
.I have reserved the final portion of this essay to the subject of the Spelman student
and her contribution to miseducation. Many students seem either mildly dissatisfied
with the tone of their education or surprisingly complacent. The reasons for this great
complacency and rampant apathy seem academic in comparison to the realization that
if any changes are forthcoming in the educational structure of Spelman and in the
societal problems that overwhelm contemporary life the initiative must first come from
the students themselves.
The attitude of many Spelmanites reflect, again, the “black girl” image. Unlike the
students at Morehouse who think of, refer to, and applaud themselves as black men,
the Spelman students subconsciously, and frequently consciously, refer to themselves
as "girls.” The concept is comparable to that involving the term "nigger." Most black
people use the term in the vernacular and in idiomatic speech when referring to other
blacks. Many refer to themselves as “niggers.” However, there is a line of demarcation
between the simple or casual referral and the actual personification of the term. In
much the same way, the term "girls” is used by Spelman students but without any
evidence of an understanding of the distinction between the simple referral and the
actual embodiment. Spelman students must arrive at an understanding of this word and
its ramifications in order to better understand themselves.
As previously mentioned, the changes to be made in the school make-up and in the
larger society must be first initiated by students at Spelman. But is this possible or even
probable in a student body seemingly obsessed with social and superficial expressions
of a girlish nature? These expressions have caused me to view many of my fellow
students with disdain and to characterize their attitude as the “Calvin Klein" mentality.
This mentality is expressed by students preoccupied with fulfilling an image or, more
exactly, a myth, created by white America — for white Americans. This myth allows one
to hide behind a costume of jewelry, designer-name fashions and a seemingly blissful
ignorance of contemporary issues. Strip away the outer facade and what is left? A
student intellectually incapacitated and unable to function in a society collapsing
under the obesity of its problems. The emphasis of the classroom only becomes
significant in terms of grades. Grades mean graduation; graduation means jobs or
marriage; jobs or marriage means money or security.
Very few students seem remotely cognizant that black people are being
systematically, methodically, religiously and institutionally annihilated. Statistics
support this conjecture and most students should be aware of this if only from personal
experience.
However, of equal importance, and what many students seem to overlook, is the role
that colleges should be preparing them for as women. In many aspects this becomes a
vital issue. Woman usually bear the greater responsibility in matters concerning child-
rearing. If then, a strong black community is to evolve from the present one, the
prospective mothers must be critically aware of the social and political forces affecting
black people. Also, equally important, is the condition of women as an oppressed
people. I nasmuch as black women are an integral part of black people everywhere, and
are therefore subject to any injustices inflicted on them, they are also an integral part of
women everywhere and the same assertion follows. The unequal status of women is
reflected in several statistics and Spelman students should become aware of these
conditions. Statistics show that two out of every three illiterates are women. Though
women account for one-third of the labor force, they put in two-thirds of the work
hours, earn about one-tenth of the world’s income and own less than 1% of the
property.
It should be evident then that, as black women, Spelman students must play a
significant role in America and the larger society. Their contribution to society should
be a needed and refreshing change from those being made by white males. An
awareness by Spelman students should result in an education, not a miseducation, of a
people ready to take part in productive and pertinent roles in society.
BLACK COLLEGE STUDENT continued from page 9
is deprived of what is desirable — that the goal of black colleges are not set from a true
black perspective. Not until a sense of self pride is instilled in our black students
through reiteration, reemphasis, and restressing of our self worth; not until our own
history and culture is taught previous to, alongside of, and following the teaching of
European subjects; not until we are taught, not assimilated, but the techniques and
tools used to gain what is needed from the white man; and not until we are taught to
wear this knowledge like a loose garment, will black colleges be fulfilling their true
purpose. Until we are taught to think critically about our place in American society, as
opposed to simply "making it,” our black schools are failing us. As long as the stress is
placed on studying the sciences, and liberal arts are viewed as inadequate devices for
achieving “economic stability” within the world, then we will be making true the fear
seen by W.E.B. DuBois decades ago when he said that "an education that encourages
aspiration, that sets the loftiest of ideals and seeks as an end culture and character,
rather than bread-winning, is the privilege of white men and thedanger and delusion
of black." Are we no more than breadwinners (or losers)?
When one realistically admits that Spelman, being no exception among black
institutions, is mainly supported by white sources of revenue, it becomes evident that
its purpose is such because it must adhere to the task of modeling its students into
typical, accepted Americans. It is then that one realizes that the thinking of black
Americans must be cultivated before real changes can be made. Once one’s mind is no
longer controlled, that person becomes receptive to improvement. Black institutions
cannot change positively until the race changes its desires and attitudes. In other words,
the institutions cannot be blamed for being designed to accommodate the mentality of
its students. We are getting what we ask for: white standards colored by a black
outlook. Our children are the key to this change, but unless serious consideration is
given to their growth, they will become members of a misguided race. Hopefully, our
children will be raised to understand and be proud of their heritage. Hopefully, they
will grow to recognize the importance of helping their less fortunate brothers and
sisters, most of which will never reach college. Hopefully, they will view positions in the
corporate world as short term jobs, and will strive to reposition themselves, once
educated, within their own communities. Hopefully, our children will understand that
money does not bring justice and that self-pride is more important than economic
prosperity. Hopefully, being black college students, we have learned enough ourselves
to teach our children these principles. And most importantly, we will keep hoping,
because many times it was, is, and will be that hope that pulls us through our many
struggles as a mistreated, misguided and misunderstood race.
Both Ms. Rafi and Ms. Davis are graduates of Spelman College. They wrote these
essays while attending Spelman.
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