BLACK HISTORY BULLETIN VOL. 80, NO. 2 | 21 80 No.2 BLACK WOMEN AT ARMS: THE UNDERREPRESENTATION OF BLACK SERVICEWOMEN IN THE US HISTORY CURRICULUM By Calvin L. Halliman Jr. I grew up in the South Side of Chicago, known for its varied ethnic composition and a broad array of cultural and social offerings. I was nurtured and mentored by six strong maternal role models—my mother, both grandmothers, and three aunts. They are distinctively different, but the common thread is that they love me, care for me, and protect me with their lives. Thinking about them reminded me of the sacrifices that Black women make every day for their loved ones, and I lament that I did not think about the sacrifices they have made for the US in times of war. On my journey to discover as much as I could about the past and present accomplishments and difficulties of the brave Black women who played key roles in historic wars, I read something very profound: Herbert Kohl’s seminal essay “I Won’t Learn from You.” Unlearning racist and sexist language habits is part of the struggle against racism and sexism. I have learned new habits of inclusion and exclusion in reference. I think about nouns and pronouns and their references with greater precision than before, and I raise political questions about language in ways that have increased my insight into miseducation through language. For example, when I read “American teenagers think that,” or “teachers believe that,” or “the average American is,” I have to stop and search for the specifics of the reference. Does the average American teenager live in Harlem or Hanover? Does the teacher work in a private school or a public school, in a rural, urban, or suburban school? Who has been honored to be the average American of the week? Claims like these, so common in the media and in school textbooks, dismiss complex issues with glib generalizations. Sloppy habits of reference lead not only to loose thinking, but to the continued avoidance of dealing with social, racial, and gender issues that must be solved in order for this society to approximate its claims to democracy.1 After reading Kohl’s essay, I had two epiphanies. First, the majority of the textbooks that I had read in my childhood omitted cultural facts. Second, the representation of females by male adjectives and pronouns is sexist. It forced me to look at life with a scope I had never imagined. The vocabulary I use daily has been compromised since the day I learned it. The word History itself is extremely problematic. Are we talking about History that has been created by a human that we would describe as an educated White male, or are we talking about Ourstory that has been compiled by everyone? How can I discuss historical facts about Black women service members, but not even refer to it as Herstory? To truly understand what I am expressing in these words, one must remove that veil in front of his eyes, and see the world through a new set of eyes—a set of eyes willing to unlearn to relearn Herstory. The Depths of Disconnect in Relation to Portrayals of Herstory In addition to being from Chicago, I am Jamaican by way of my paternal lineage. Reading more of Kohl’s essay, I began to connect the classroom experiences Kohl had with young Latino students in San Antonio, Texas, to the experiences I had learning about Jamaica in school. The teacher didn’t ask for attention but instead started to read the text himself. It went something like, “The 22 | BLACK HISTORY BULLETIN VOL. 80, NO. 2 80 No.2 first people to settle Texas arrived from New England and the South in . . .” Two boys in the back put their hands in their eyes, there were a few giggles and some murmuring . . . I went up front, reread the sentence from the book, and asked the class to raise their hands if they believed what I had just read. A few of them became alert, though they looked at me suspiciously as I continued, “This is lies nonsense. In fact, I think the...