Cheryl A. Canino
The educator of students of color must acknowledge that the qualities and practices of femininity and womanhood deemed most acceptable are often associated with white, middle-class women. Students need to explicitly examine the expression of these qualities and practices. Failing to acknowledge this lens legitimates a hierarchical expression of womanhood and guarantees the dominant position of men and the subordination of women, especially women of color."17 Women of color are often ignored or marginalized in such discussions. Acknowledging this frame of reference surrounding gender and femininity allows qualities and practices to be examined through various contexts relative to social norms around issues of sexuality, pregnancy, abortion, and motherhood.18
The transition into womanhood occurs during adolescence. Adolescence is a period where middle school students are questioning who they are as well as developing emergent senses of autonomy.19 Central to adolescence is the transition from concrete thinking to gaining the ability to understand abstract concepts and the development of a critical awareness of people and forces outside oneself.20 The transition from girlhood to womanhood includes not only biological maturation but also involves the sociocultural process of assuming new roles and defining oneself.21 Coming of age traditions and rites of passage rituals often serve as passageways to support and guide this transition process. An important component of this process is the trusted adult who serves as a guide for the adolescent by presenting a more intentional and reflective passageway to adulthood. The mentor helps adolescents as they learn both new individual and community roles.22