Sexism and Race

Sexism and racism remain as key intersecting in classroom environment due to historical system biases that exist within the institutions. Since the early 1970s, the issue of feminism has continued to concentrate on the education system with the aim of analyzing race, gender and class biases.  Socialization among students at different institutions is based on race thus causing stereotypes that are either indirectly reinforced by the teachers (Bourne, 1998).  According to multiple studies, they explore the intersection of sexism and racism in the education system based on the relationship between opposite gender teachers and students.  From the reading, it’s evident that issue of racism has been used as criteria for accessing university where Canada represents a perfect example where history reveals the first woman to enter university and acquire a degree in science (Larkin, 1999).  In my opinion, this aspect reveals the original scope of racism and sexism as high education was perceived to be for men only.  Also, the intersection of sexism and racism is revealed when opposite gender teachers favor opposite gender students in the educational system. From the reading, its evident female teachers from the black race tend to be more attracted to male students from the black race.

The students can resist the domination of sexism and race in education systems through embracing diversity and inclusion of everyone culture in the institution programs.  Also, the students can resist this aspect through ensuring equal access to educational opportunities for both boys and girls at every level of education as this would help in revealing potential possibilities such as inclusive studying of subjects beyond one’s race (McLaren & Gaskell, J1995). In my thinking, eliminating the race and sexism stereotypes that exist between students can be a practical approach towards improving education.




Bourne, P., McCoy, L., & Smith, D. (1998). Girls and schooling: Their critiqueResources for Feminist Research, 26(1/2), 55–68. Retrieved from

Larkin, J., & Staton, P. (1999). “If we can’t get equal, we’ll get even”: A transformative model of gender equity. In N. Amin (ed.), Canadian woman studies: An introductory reader (pp. 396–406). Toronto, ON: Inanna Publications and Educations.

McLaren, A., & Gaskell, J. (1995). Now you see it, now you don’t: Gender as an issue in school science. In J. Gaskell & J. Willinsky (eds.), Gender in/forms curriculum: From enrichment to transformation (pp. 136–156). Toronto, ON: Teachers College Press.