RESEARCH STARTERS

ACADEMIC TOPIC OVERVIEWS

Identity Politics in Education

Politics, Government & Education > Identity Politics in Education

nation already had several prominent anti-segregation and civil

Table of Contents
rights organizations. Among them were the National Association
for the Advancement of Colored People (NAACP), which had
Abstract scored a major litigation victory with the Supreme Court ruling
on Brown v. Board of Education, and the Southern Christian
Overview Leadership Conference (SCLC), which was led by Dr. Martin
The SNCC: An example of Identity Politics Luther King, Jr. and formed after Rosa Parks' historic act of civil
disobedience. However, whereas the NAACP's preferred venue
Identity was the courtroom and the SCLC was adept at high-profile pro-
Cohesion tests, another group worked on a much broader scale. The Student
Nonviolent Coordinating Committee (SNCC) targeted multiple
Coming Out in a Scholastic Setting communities in multiple states at one time, organizing protests,
The Role of the Church fostering black electoral races and even generating international
attention to the issues facing southern America. In only its first
The New Kid on the Block few years, the SNCC had grown into an extensive, formidable
Education & Illegal Immigrants nationwide network. Former President Jimmy Carter once cited
the difference between the SNCC and SCLC's tactics and rate of
In-state Tuition success. "If you wanted to scare white people in southwest Geor-
gia, Martin Luther King and the Southern Christian Leadership
Conclusions Conference wouldn't do it," he said. "All you had to say is one
word: SNCC" (Bond, 2000).
Terms & Concepts
What is one of the most interesting points about the SNCC's suc-
Bibliography
cess are the organization's origins. The group was not founded
Suggested Reading by prominent civil rights activists, politicians or celebrities.
Rather, the SNCC's foundation occurred shortly after a series of
sit-in protests conducted by students enrolled in North Carolina
and Tennessee. Theirs was a single-minded purpose - to high-
light the injustices of segregation not by legal means or grand
Abstract protest venues, but at their local stores and restaurants and find-
ing roots in their schools. For too long, the SNCC's founders
This paper takes a closer look at identity politics in the educa- professed, the laws of segregation kept down people of color,
tional arena. Reviewing two major social issues, homosexuality creating two unequal playing fields and thus preventing any real
and illegal immigration, as a backdrop, the reader gleans a better social growth. The SNCC was founded inside academic walls - a
understanding of the conditions that give rise to school-based dynamic example of what is known as "identity politics."
activism on behalf of those who lack a voice.
Identity politics was hardly a new concept in 1960. The academic
arena, after all, gave air to countless social issues across the
Overview globe, including slavery, religious freedom, class disparity and
women's suffrage. Academia and identity politics seem closely
The SNCC: An example of Identity Politics linked, likely due to the fact that school is not an environment in
In 1960, an organization formed that would make an indelible which people are told how to think - they are simply encouraged
mark on American society. In the face of a segregated South, the to think for themselves.

EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved
 ​​​Identity Politics in Education​
This paper takes a closer look at identity politics in the educa-
tional arena. Reviewing two major social issues, homosexuality
and illegal immigration, as a backdrop, the reader gleans a better
understanding of the conditions that give rise to school-based
activism on behalf of those who lack a voice.
Identity
Wherever there has been "somebody" in society, there is always
"somebody else," an individual or group who operates at a
higher, lower or equal sociological level. The fundamental goal
of "diversity" movements is to create an environment in which
each of these "somebodies," regardless of race, economic status,
gender, ethnicity, creed or orientation, coexist on an equal plane.
Unfortunately, however, such a "perfect world" environment
is extremely rare, for humanity has a tendency to organize its
social systems in hierarchical fashion. In some cases, majority
rules - groups who outnumber others hold the higher positions
in society. In others, socio-economics is a major factor - those
who are more financially solvent hold more clout than those with
little money. Even those who rest on the same plane but who
represent different groupings often hold fast as a single segment
of the population rather than mix in with others on that plane.
Humanity, one can argue, is not necessarily a "melting pot," but
rather a "tossed salad."
The basic theme of "diversity," that different samplings of the
population live and work together with mutual respect, can still
be achieved in this environment. A CEO of a major multinational
corporation and a pizza delivery person may operate on a differ-
ent economic plane, for example, but both play an important role
as part of a larger body politic and economy. It is when the CEO
uses his or her social standing or income bracket to prevent the
pizza delivery person from moving upward that marginalization
and conflict arise. Prejudice, racism, ethnocentrism and chauvin-
ism are all factors that isolate other groups and, if economic and/
or political power is held by those who espouse these attitudes,
can create interclass conflict.
Cohesion
Given the multitude of social groupings that exist on varying
economic class levels in each country, it comes as no surprise
that, rather than "blend in," most of these individual groups
hold on to their identity. A study in Great Britain analyzed the
aftermath of ethnic and racial violence in that country's northern
regions. Investigators in that situation recommended afterward
not that the Caribbean and Asian combatants in those incidents
find a way to integrate under the Union Jack. Rather, they con-
cluded, it was necessary for them to find a way to coexist. What
was once a policy of "integration" transformed into a new way of
unifying ethnicities: Cohesion (Shukra, 2004).
In academia, the notion of cohesion rather than integration
seems prevalent as well. Educational institutions, which are
microcosms of any society, seem to naturally compartmentalize
much as the rest of the culture does. And, as is the case in overall
EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved
human society, it is when power is exerted to isolate, margin-
alize or intimidate lower-class or minority groups that conflict
occurs. In some ways, as was the case in the South, the degree
to which differentiation occurs necessitates a strong response
from the marginalized group - some act through litigation, others
demonstrate civil disobedience and protests. In other situations,
however, the exertion and/or acceptance of identity may be
manifest more subtly in the form of awareness campaigns and
educational programming.
It should be no surprise, therefore, that identity politics, which
can be defined as political activity that is used to advance dis-
enfranchised groups and highlights the experiences of these
segments of the population, is so closely linked to the world of
academia (Hayes, 2007). After all, these institutions, as stated
earlier, are themselves microcosms of the "tossed salad" of soci-
ety, yet also contain the will to appreciate the diversity this motif
creates. In doing so, academics will likely develop an interest in
highlighting the plight of disadvantaged social groups.
Coming Out in a Scholastic Setting
Among the most salient of social issues facing the United
States today is the increased call for tolerance toward gay, les-
bian, bisexual and transgender (LGBT) individuals. The work
toward equality is of ongoing concern. LGBT youths face their
own challenges regarding their identity and perception among
their peers and adults it their lives. In early 2007, for example,
one student's written call for tolerance of homosexuals not only
echoed the rest of the nation's divided attitudes on the subject of
being gay in 21st century America; it set off a political firestorm
over the right to free speech and freedom of the press.
The incident in question was an op-ed piece written by a sopho-
more student at a Midwestern high school. She opined that for
one to accept his or her homosexual orientation (and allow others
to know about it) must be challenging in society. The teacher
who oversaw the student paper in which the story was run was
immediately warned by the school principal not to allow "con-
tentious" materials to appear in the publication. Not long after
the story was printed, the teacher was suspended. The students
who served on the paper's staff came quickly to her defense - a
few months later, the teacher was reinstated, only after a lawsuit
was threatened and after she agreed that she would not advise
another student paper in that district (Garcia, 2007).
As the diverse populations of school systems are often micro-
cosms of society, it only follows suit that anti-discrimination
laws that apply in the United States are applicable within school
walls. Since schools are part of our nation (perhaps the most crit-
ical of society's components), one would assume that there be no
question about applying the myriad of anti-discrimination laws
in educational institutions. Then again, the notion that "all men
are created equal" was conveniently modified to exclude certain
racial groups until the mid-20th century. Similarly, the idea that
gay, lesbian, bisexual and transgender students should be treated
equally by their peers and certainly by administrative personnel
Page 2
 ​​​Identity Politics in Education​
also seems a given in this modern era, and yet such discrimina-
tion persists. In New Jersey, where anti-discrimination laws are
in place to protect gay men and women in the workplace, their
enforcement in the public school system was not a foregone con-
clusion. A lawsuit that went before the state Supreme Court in
2007 alleged that LGBT students were not being protected under
these laws. That Court agreed with the plaintiffs, asserting that
more needed to be done to protect gay students as is the case in
places of business (Kelley, 2007).
The Role of the Church
Even one of the most conservative institutions, the Catholic
church, has had to accept homosexuality as part of student life.
Despite decades of speaking out against the "sin" of the gay
lifestyle, the church, which operates countless educational insti-
tutions throughout the world, has had to acknowledge that just as
there are heterosexual students exploring their sexual orientations
as part of adolescent development, there are also gay and lesbian
students coming to grips with their own orientations. The Church
has therefore placed itself (due to its willingness to accept any
student willing to learn) in a difficult position, cautioning against
homosexual activity but insisting that students be given equal
protection under the laws of the United States. American Catho-
lic leaders have taken a significant step to distance themselves
from the Vatican's more conservative ways. The election of Pope
Francis in 2013, however, brought a slightly more sympathetic
perspective to the Catholic Church. The pope indicated that he
believed homosexual people should be treated with respect and
that their spiritual needs should be met. In the United States,
bishops argue, gay students are prevalent and should be given
equal treatment:
Educationally, homosexuality cannot and ought not to
be skirted or ignored. The topic must be faced in all
objectivity by the pupil and the educator when the case
presents itself. First and foremost, we support modeling
and teaching respect for every human person, regard-
less of sexual orientation (Maher, 2007).
In this case, the major issue of equal rights for gay, lesbian,
bisexual and transgender students was addressed not by politi-
cal leaders or even the Judiciary - rather, it is being addressed
by institutions of faith, removing limitations on the growth and
development of gay youth.
The New Kid on the Block
In late 2007, the Governor of the State of New York, Elliot
Spitzer introduced a measure that would allow illegal immigrants
to obtain legal US driver's licenses. When faced with an over-
whelming 70 percent voter disapproval of the measure, Spitzer
abandoned his bill. However, he said, his effort to pass this bill
was part of a larger plan to document previously undocumented
aliens living in his state. The federal government, he said, had
"lost control" on immigration policies in this country, and states
were therefore left to deal with the consequences in their own
individual ways (Associated Press, 2007).
EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved
Indeed, the "battle" to protect the borders of the United States
from illegal immigrant infiltration, particularly in this era of
high demand for tight security, has created a firestorm of calls
for hard-line immigration reform. Federal law explicitly states
that illegal immigrants cannot receive most forms of assistance
(such as welfare, Social Security and food stamps). However,
the notion (however valid or invalid) that an undocumented alien
could be receiving some benefit that is normally reserved for a
legal resident has added fuel to an already volatile political issue.
Education & Illegal Immigrants
In education, the question of whether the children of undocu-
mented immigrants (or the immigrants themselves) should be
allowed to enroll in public schools was actually answered by
the US Supreme Court. In 1982, that august body ruled that US
public schools have a responsibility to teach all children who
wish to learn, and that their immigration status was irrelevant.
Plyer v. Doe, as the case was named, became a landmark in an
ongoing, highly charged political debate over immigrant rights.
Still, with pro- and anti-immigration camps continuing to lock
horns over this issue, the hard and fast ruling in Plyer, which
has been consistently upheld in the two decades that followed,
hardly answered the question of the rights of certain students.
While that decision empowered and protected children from dis-
crimination within public schools, the battle rages on over other
education-based rights and privileges.
In-state Tuition
One such arena is that of in-state tuition for state colleges and uni-
versities. Public colleges and universities commonly offer tuition
at far lower rates for state residents than those who come from
other states. However, when undocumented residents take advan-
tage of such benefits (although they did not proceed through the
public school system of that state), the perception is that they are
enjoying the same lower tuition costs that legal residents of the
state do, and that they are given a significant advantage over out-
of-state, legal American students. As of 2013, fifteen states offer
tuition benefits to undocumented immigrants, although all fifty
states have at some point considered such a change to the law.
On one side of the issue, proponents argue that the high number
of public school dropouts, particularly among children of illegal
immigrants, represents a drain on a state's workforce develop-
ment. If students enter a state's higher public education system,
they are likely to receive better training and contribute more to
the economy. Opponents, however, counter that public colleges
and universities already lose revenues when they offer in-state
tuition to residents, and this loss is offset by out-of-state resi-
dents' tuition. Adding undocumented immigrants to the rolls will
increase that loss during a time when state budgets are extremely
austere (National Conference of State Legislatures, 2007).
The question of whether undocumented immigrants and their
families are eligible to receive public educations in the United
States has been answered. However, as the hot-button issue of
Page 3
 ​​​Identity Politics in Education​
illegal immigration rages on, and relevant reforms to the cur-
rent laws are being offered and debated, immigrant students who
have been empowered by Plyer remain in the center of a political
crossfire.
Conclusions
In 1998, a young Mexican immigrant and her family moved to
Omaha, Nebraska in the hopes of pursuing the American dream.
She became an American citizen a short time later, but still
teaches the importance of the family's Mexican heritage to her
children. In fact, she has had a hard time doing what this coun-
try's mythical heritage has promoted - joining into the "melting
pot" in the vein suggested by that iconic Latin phrase: E Pluri-
bus Unum ("from many, one"). Rather, she resists giving up her
cultural identity, saying, "When my skin turns white and my hair
turns blonde, then I'll be an American" (Branigin, 1998).
Indeed, modern American society more resembles a "tossed
salad" than a melting pot. For those who reside in this country,
which is comprised people of all races, creeds, ethnicities and
sexual orientations, identity is one of the most critical compo-
nents of their way of life. In just the last century of this nation's
modern history, however, there have been trends and attitudes
in which not all of these sects are considered worthy of equal
treatment under the law and within the framework of the Con-
stitution.
In many ways, the plight of homosexuals, bisexuals and transsex-
uals is reflective of a similar struggle by black men and women
in America through the 1960s. There is still a large contingent
of individuals who, based on an interpretation of religious texts
or simply reflective of discomfort from different lifestyles, view
non-heterosexual orientations as "deviant" and therefore worthy
of discrimination.
Immigrants, both legal and illegal, have also found themselves
the target of discrimination in modern American society. Perhaps
exacerbated by the horrific events of September 11, 2001, resi-
dent Americans have become increasingly viewed as detrimental
to the budgets of federal, state and local governmental institu-
tions and, to some, risky to the security of this nation.
While LGBT Americans and immigrants are, according to con-
stitutional interpretation and in most state and federal laws,
afforded the same basic rights and privileges as other American
citizens, in reality, there are situations in which inequities and
discrimination exist without intervention. These groups' iden-
tities continue to be marginalized, placed beneath other social
groups on an arbitrarily-created hierarchical scheme.
Interestingly, quite often, the "battleground" in which an effort to
address these inequities takes place is in a microcosm of society:
Public schools. While they should be protected, so-called minor-
ity groups remain marginalized as part of a wider political issue.
EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved
In the case of the plight of gay students, the idea of exploring
a young person's burgeoning sexual orientation is abhorrent to
some, and as a result, many choose to repress their identities.
The children of illegal immigrants also keep their status a secret
out of fear of reprisal from the so-called "majority."
Identity politics in the American educational system remains a
salient issue, worthy of continued study. A time-honored tradi-
tion established in the US Constitution maintains, in no uncertain
terms, that no individual shall be denied his or her basic human
rights. Schools, as evident by the fact that Plyer v. Doe has yet
to be challenged, are simple places of learning, not subject to the
political forces that have polarized the American public on these
issues. As many scholars, educators and even politicians them-
selves state, schools should not deny any student of his or her
right to an equitable education. The battle over such issues must
therefore be waged elsewhere as individual students, regardless
of their social identity, continue to develop their minds in the
classroom.
Terms & Concepts
LGBT: Lesbian, Gay, Bisexual and Transexual.
Identity Politics: Political activity that is used to advance dis-
enfranchised groups and highlights the experiences of these
segments of the population.
Illegal Immigrant: Individual who enters a country without the
required visa, identification or other form of authorization.
In-state Tuition: Discounted state college tuition rate based on
state residency.
Plyer v. Doe: Landmark 1982 Supreme Court decision in which
access to public school systems by children of illegal immigrants
was granted.
Public School: Educational institution supported by federal, state
and locally-generated funds and presenting students with a gov-
ernment-approved curriculum.
Bibliography
Águila, J. R. (2013). The politics of immigration and national
identity. Aztlan, 38(2), 125–130. Retrieved December 10,
2013 from EBSCO Online Database Education Research
Complete. http://search.ebscohost.com/login.aspx?direct=
true&db=ehh&AN=90425021
Associated Press. (2007, November 14). Spitzer to drop
immigrant N.Y. license plan. Retrieved November 14,
2007 from msnbc.com. http://www.msnbc.msn.com/
id/21782197/.
Page 4
 ​​​Identity Politics in Education​
Bond, J. (2000). SNCC: What we did - Student Nonviolent
Coordinating Committee. Monthly Review, 52
(5). Retrieved November 12, 2007, from http://
findarticles.com/p/articles/mi_m1132/
is_5_52/ai_66937932/
pg_1.
Branigin, W. (1998, May 25). Immigrants shunning idea
of assimilation. Washington Post Online Edition, A1.
Retrieved November 14, 2007 from http://www.washing-
tonpost.com/wp-srv/national/longterm/meltingpot/melt-
ingpot.htm
Garcia, M. (2007, June 19). Better seen and not heard? The
Advocate, 987, 34-36.
Hayes, C. (2007, November 2). Identity politics. Stanford ency-
clopedia of philosophy. Retrieved November 12, 2007,
from http://plato.stanford.edu/entries/identity-politics/.
Kelley, T. (2007, February 22). Court rules that schools in New
Jersey must take steps to stop harassment of gay students.
New York Times, 156 (53863), B5.
Maher, M. (2007). Gay and lesbian students in Catholic high
schools: A qualitative study of alumni narratives. Catholic
Education: A Journal of Inquiry and Practice, 10 (4),
449-472. Retrieved November 13, 2007, from EBSCO
Online Database Education Research Complete. http://
search.ebscohost.com/login.aspx?direct=true&db=ehh&A
N=25302092&site=ehost-live
National Conference of State Legislatures. (2007). College
tuition and undocumented immigrants. Retrieved
November 14, 2007, from http://www.ncsl.org/programs/
educ/undocimmigrant.htm.
Russell, A. (2007). In-state vs. out-of-state tuition. Diverse:
Issues in Higher Education, 24 (16), 18. Retrieved
November 14, 2007, from EBSCO Online Database
Education Research Complete. http://search.ebscohost.
com/login.aspx?direct=true&db=ehh&AN=26909780&sit
e=ehost-live
Sherman, R., & Ibarra, H. (2013). Being here, but not here.
Phi Delta Kappan, 94(6), 39–41. Retrieved December 10,
2013 from EBSCO Online Database Education Research
Complete. http://search.ebscohost.com/login.aspx?direct=t
rue&db=ehh&AN=86025481
Shukra, K., Back, L., Keith, M., Khan, A. & Solomos, J.
(2004). Race, social cohesion and the changing politics
of citizenship. London Review of Education, 2 (3), 187-
195. Retrieved November 12, 2007, from EBSCO Online
EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved
Database Education Research Complete. http://search.
ebscohost.com/login.aspx?direct=true&db=ehh&AN=157
40804&site=ehost-live
Svirsky, M., & Mor-Sommerfeld, A. (2012). Interculturalism
and the pendulum of identity. Intercultural Education,
23(6), 513–525. Retrieved December 10, 2013 from
EBSCO Online Database Education Research Complete.
http://search.ebscohost.com/login.aspx?direct=true&db=e
hh&AN=83561628
Suggested Reading
Addison, N. (2007). Identity politics and the queering of
art education. International Journal of Art and Design
Education, 26 (1), 10-20. Retrieved November 14, 2007,
from EBSCO Online Database Education Research
Complete. http://search.ebscohost.com/login.aspx?direct=t
rue&db=ehh&AN=23750267&site=ehost-live
Jones, P. (2006). Toleration, recognition and identity. Journal
of Political Philosophy, 14 (2), 123-143. Retrieved
November 14, 2007, from EBSCO Online Database
Academic Search Complete. http://search.ebscohost.com/
login.aspx?direct=true&db=a9h&AN=20439390&site=eh
ost-live
Mains, S. (2000). An anatomy of race and immigration politics
in California. Social and Cultural Geography, 1 (2), 143-
154. Retrieved November 14, 2007, from EBSCO Online
Database Academic Search Complete. http://search.ebsco-
host.com/login.aspx?direct=true&db=a9h&AN=3990946
&site=ehost-live
McCowan, T. (2012). Human rights within education:
Assessing the justifications. Cambridge Journal Of
Education, 42(1), 67–81. Retrieved December 10, 2013
from EBSCO Online Database Education Research
Complete. http://search.ebscohost.com/login.aspx?direct=t
rue&db=ehh&AN=71860859
Szkudlarek, T. (2011). Semiotics of identity: Politics and
education. Studies In Philosophy & Education, 30(2),
113–25. Retrieved December 10, 2013 from EBSCO
Online Database Education Research Complete. http://
search.ebscohost.com/login.aspx?direct=true&db=ehh
&AN=59341389
Page 5
 ​​​Identity Politics in Education​

Essay by Michael P. Auerbach, M.A.

Michael P. Auerbach holds a bachelor's degree from Wittenberg University and a master's degree from Boston College. Mr. Auerbach
has extensive private and public sector experience in a wide range of arenas: political science, business and economic development, tax
policy, international development, defense, public administration and tourism.

EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved Page 6
Copyright of Identity Politics in Education -- Research Starters Education is the property of
Great Neck Publishing and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use.
Copyright of Identity Politics in Education -- Research Starters Education is the property of
Great Neck Publishing and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use.
Copyright of Identity Politics in Education -- Research Starters Education is the property of
Great Neck Publishing and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use.
Copyright of Identity Politics in Education -- Research Starters Education is the property of
Great Neck Publishing and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use.