Biases In African American Studies

African American Studies arose from necessity because of the biases in the American education system. To respond to and attempt to rectify these biases, African American Studies became an educational field in which students could examine history through a new lens; a lens that allowed for closer examination of the experience of African Americans in the United States, a subject which had previously been miniscule. The tendency to examine the achievements of Europeans while disregarding the achievements of African Americans had become a significant issue, and many scholars and students wished to bring about change. Thus, African American Studies was born, in order to examine the achievements and struggles of African Americans which had previously been unfairly excluded from the education system. Since the inclusion of African American studies in educational institutions, new perspectives of the African American experience have arisen. Educators also employ new teaching methods to effectively teach their students. Through African American Studies, new perceptions of the African American experience have arisen, which have been assisted by new teaching methods in the classroom.
One of the biases in education that existed before the creation of African American Studies led educators and the educated to believe that African Americans had lost the roots of their African culture.
However, with the creation of African American Studies, and through research, “most scholars today acknowledge the persistence of African culture in the United States. They no longer accept the idea that African Americans passively acquiesced to oppression, recognizing that, on the contrary, they actively resisted oppression in a variety of ways” (Harris 18). Harris’ quote from The Black Studies Reader demonstrates a positive step forward for scholars in their understanding of African American culture, which was accomplished by the formation of African American Studies
programs.
Another significant example of research that refuted the idea that African Americans had lost their African cultural roots came from Charles Valentine. Johnnetta B. Cole, in The Black Studies Reader, discusses his significance. She references his publication entitled Black Studies and Anthropology: Political and Scholarly Interests, in which Valentine “defines the importance of Black Studies in correcting the position in anthropology that Black folks have no culture” (Cole 28). Cole’s quote demonstrates how widespread this prejudice had become in the academic world, so widespread that it was accepted in anthropology, a field which is extremely interested in the cultures of other peoples. Since anthropology perpetuated this bias, it is not surprising that many educational fields and institutions followed suit and incorrectly instructed their students with this bias in mind. Carter G. Woodson, in his work entitled The Mis-Education of the Negro, discusses how some prejudices against African Americans are perpetuated in educational institutions. He states that colleges “give courses in ancient, medieval, and modern Europe, but they do not give such courses in ancient, medieval, and modern Africa” (Woodson 76). He continues with another example, where he states that “colleges offer courses in Greek philosophy and in that of modern European thought, but they direct no attention to the philosophy of the African” (Woodson 76). These examinations of colleges, specifically African American colleges, provide evidence of the perpetuation of this bias even in the educational institutions of those who are wrongly deprived of an examination of their own culture. Without an education that examines the culture of many groups of people, biases will form to fill in the holes left by an incomplete education. However, with the formation of African American Studies, these holes that pertain to the culture and history of Africans and African Americans can become whole.
African American Studies has also allowed for new methods of thought in social science and history. Through these programs, alternative viewpoints to historical events can be offered to provide students with a deeper understanding of historical events. Johnetta B. Cole states that “Black Studies brought to the social sciences a different perspective, a perspective of the oppressed, the view of those without power, the view from the cotton patch” (Cole 29). Most students know of major historical events as they relate to the heroes. Many times it is equally important to examine history through the eyes of others as well, and these new perspectives are given through African American Studies.
Educators in the field of African American Studies have also employed alternative teaching methods in the education of their students. For example, Cole writes that “there should be a greater emphasis on student participation in the teaching/learning process” (Cole 25). This method is far better than the alternative, which she says involves teachers who “deposits knowledge into students’ heads” (Cole 25). Clearly, Cole believes that an interactive approach to education is vital for the successful education of students enrolled in African American Studies courses. This interactive style of learning also fosters critical thinking skills, which can be used in an extensive number of situations, not only in future courses, but also in careers, and in the community.
Community engagement is also crucial. Cole states that “there should be a closer relationship between the academy and the ‘outside world’” (Cole 25). Isolation between universities and the communities that surround them is a destructive relationship that harms those involved. Without assistance from the community, a university would never flourish or develop a unique identity, and without assistance from the university, a community would become isolated from the many benefits that can be provided by a university. Cole expands upon her point when she states that “students should be encouraged to engage in field projects and practicums that place them in dynamic interactions with communities” (Cole 25). With community outreach and service programs, students involved will gain connections with the communities around their colleges and universities. These connections may foster relationships that remain beyond the classroom. Beyond relationships, community service also encourages the examination of social issues. James Jennings, in his chapter from The Black Studies Reader, discusses community service in relation to social issues, as well as other issues. He states that community service “helps to inform and propel an intellectual understanding that may facilitate more effective civic responses to political and economic problems facing Black communities” (Jennings 36). There is a limit to the depth of information that can be conveyed to students through textbooks. For students to gain a deeper understanding of the issues in their communities, community service is essential. Through education in the classroom supplemented by community service, students are better prepared to solve issues in their communities.
Since the formation of African American Studies, educators in the field have fought to erase prejudices and biases against the African American people. To achieve this, educators have presented the material to students while utilizing a variety of methods. These methods include interactive learning methods in the classroom and community service, both of which prepare students more effectively for their futures. With these methods, educators and their students are enabled to combat the biases and prejudices that remain today, and promote equality.