In the early 1900s, male colonialism made women in the Indian society

become marginalized through the lack of education they received. As

Hossain states in her story Sultanas Dream, a young woman named Sultana
believed that womens intelligence were lower compared to men, Even their
brains are bigger and heavier than women's. Are they not?(326). Surprised,
Sultana asked Sister Sara this question upon finding out it was the women
who conquered men in her dream. It did not occur to her that the women
could outsmart or beat men. This shows that the women in Sultanas
colonized society were not very educated and that they ideally assumed
their colonial masters (men) were dominant in all aspects, brawns and
brains. Also we learn that in Sultanas society that the men did not support
education for women because Sultana was surprised and happy to hear in
her dream that a Queen, circulated an order that all the women in her
country should be educated [And] a number of girls' schools were founded
and supported by the government. [Also] education was spread far and wide
among women(326). This is another example of how the men in Sultanas
society colonized and marginalized their women. Instead of educating the
women they kept them inside their Zenana (female quarters), believing they
were inferior in mind and body. This sort of marginalizing self-belief was a
direct result of the colonial environment women like Sultana lived in.
Similarly, Natives Americans (Indians) were also a victim of
marginalization through education. A telling statement from the article
Assimilation through Education: Indian Boarding Schools in the Pacific

Northwest, The goal of Indian education from the 1880s through the 1920s
was to assimilate the Indian people into the melting pot of American by
placing them in institutions where traditional ways could be replaced by
those sanctioned by the government (Marr 323). The Americans used their
colonial power to try to marginalize the culture of the Native Americans by
forcing them into their educational systems. They tried to assimilate the
people by controlling their mindset. One way they did this was by making
them believe they were inferior/weak and forcing them to cut off their
respected long hair. As one young girl remarked on the experience, We have
to submit. Because they are strong(Zitkala 373). This shows that the
Natives will was broken and they had to accept the colonial changes to their
people. The Americans treated them with no regard in the educational
system and made the Natives voice become powerless and insignicant.
In terms of work, colonialism also marginalized women through the
types of jobs they could do. As Hossein demonstrates in her story Sultanas
Dream, with Sultanas answer to Sister Saras question,
'Do you know knitting and needle work?'
'Yes; we have nothing else to do in our zenana.'
This shows how limited the type of work the women were able to do. The
men in Sultanas society used colonialism to alienate womens work
opportunities by keeping them in the zenana and away from outside. To
demonstrate this alienation further, Sultana says to Sister Sara, How my friends

at home will be amused and amazed, when I go back and tell them that in
the far-off Ladyland, ladies rule over the country and control all social
matters, while gentlemen are kept in the Mardanas to mind babies, to cook
and to do all sorts of domestic work; and that cooking is so easy a thing that
it is simply a pleasure to cook!(). Here we see what type of work women
usually do in Sultanas land without the choice for other options. The colonial
structure of her land was the cause for this marginalization.