Running head: prejudice and discrimination activities for Teaching about Prejudice and Discrimination
Module 9 Physical Appearance Categorization Activity
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- Materials : Worksheets with photos (Pages 44-48) Discussion questions (Page 49) Estimated Time
- Instructions
- Background Research
- Module 10 Microaggression Activity Authors: Kelly L. Meredith and LaDeidre Robinson Objectives
- Materials: Instructions and discussion questions (Page 52) Worksheet versions (Pages 53-54) Estimated Time
- Version A Column A: Statements
- Version B Column A: Statements
- Module 11 Gender Stereotypes Activity Authors: Mary E. Kite, Bridget Ryan, and Marli Simpson Objective
- Materials : Device with internet access Discussion questions (Page 57) Estimated time
- Module 12 Gay Rights Movement Timeline Activity Authors: William T. Stuller, Samantha M. Ellison, and Stephen A. Gabourel Objectives
Module 9 Physical Appearance Categorization Activity Authors: Bridget Ryan and Marli D. Simpson Objectives: The purpose of this activity is for students to explore how physical appearance cues affect our perceptions of others. Students will consider the cues people use to categorize others including cues based on social categories, such as race and gender, and cues based on clothing style and facial expression. Students will also consider the how they might have been socialized to think a certain way about social group members. Materials:
Estimated Time: 15-20 minutes Group Size: This activity works best with a class size of 30 or fewer, but could be modified for larger class by having students work in groups. During discussion, the instructor can rotate among the groups and/or have teaching assistants facilitate discussion in the smaller groups. Instructions: Instructors should choose the worksheets they wish to use and can give them to students individually or display them on a screen. Students look at each pair of photos and answer the questions. Students should be encouraged to base their responses on their first impressions and can be reminded that people often make snap judgments based on those first responses. Background Research: Categorization is the process of simplifying the social world by placing people into categories on the basis of characteristics such as age, race, gender, clothing style, height, ability status, or other cues. These categories are based on cognitive structures that contain a person’s knowledge and beliefs about social groups and that cue what people attend to and use to organize their social world (Macrae & Bodenhausen, 2000). Categorization happens very quickly and the first cues people attend to are another’s race and gender (Ito & Urland, 2003). However, people also attend to nonverbal cues such as facial expressions and posture (Zebrowitz, 1996) and to physical appearance cues such as attractiveness (Etcoff, 1999) and clothing (Stangor, Lynch, Changming, & Glas, 1992). Once a person has been categorized, the stereotypic beliefs associated with that category are activated, a process that often occurs automatically. However, stereotype activation can be inhibited when people are motivated to do so by goals such as the desire to see oneself in a positive light or the need to form accurate impressions of others (Kunda & Spencer, 2003). References: Etcoff, N. L. (1999). Survival of the prettiest: The science of beauty. New York, NY: Doubleday. Ito, T. A., & Urland, G. R. (2003). Race and gender on the brain: Electrocortical measures of attention to the race and gender of multiply categorizable individuals. Journal of Personality and Social Psychology, 85, 616-626. http://dx.doi.org/10.1037/0022-3514.85.4.616 Kunda, Z., & Spencer, S. J. (2003). When do stereotypes come to mind and when do they color judgment? A goal-based theoretical framework for stereotype activation and application. Psychological Bulletin, 129, 522-544. http://dx.doi.org/10.1037/0033-2909.129.4.522 Macrae, C. N., & Bodenhausen, G. (2000). Social cognition: Thinking categorically about others. Annual Review of Psychology, 51, 93-120. http://dx.doi.org/10.1146/annurev.psych.51.1.93 Stangor, C., Lynch, L., Changming, D., Glas, B. (1992). Categorization of individuals on the basis of multiple social features. Journal of Personality and Social Psychology, 62, 207-218. http://dx.doi.org/10.1037//0022-3514.62.2.207 Zebrowitz, L. A. (1996). Physical appearance as a basis of stereotyping. In C. N. Macrae, C. Stangor, & M. Hewstone (Eds.), Stereotypes and stereotyping (pp. 79-120). New York, NY: Guilford. What characteristics of each person did you notice first? Person A_______________________ Person B_______________________ Which person would you choose as partner to work with on a class project? Person A or Person B? Why?
A B  
  A B
What characteristics of each person did you notice first? Person A_______________________ Person B_______________________ Which person is more likely to be a campus leader? Person A or Person B? Why?
  A B
What characteristics of each person did you notice first? Person A_______________________ Person B_______________________ Which person would be more likely to be hired after a job interview? Person A or Person B? Why?
A B  
What characteristics of each person did you notice first? Person A_______________________ Person B_______________________ Which person would you be most likely to introduce to your parents? Person A or Person B? Why?
Why? Discussion Questions
Module 10 Microaggression Activity Authors: Kelly L. Meredith and LaDeidre Robinson Objectives: Students will learn to identify microaggressions and will be able to reflect on how they can modify questions or comments in ways that are less likely to reflect stereotypic assumptions and beliefs. Using two versions of the worksheet provides more examples for students to consider, but the activity works equally well with either version. Materials:
Estimated Time: 10-20 minutes Group Size: This activity works best with a class size of 30 or fewer, but could be modified for larger class by having students work in groups. For larger classes, the instructor can rotate among the groups during discussion and/or have teaching assistants facilitate discussion in the smaller groups. Instructions: This activity will be more effective if the instructor first defines microaggressions and provides examples of how they operate. Then, pass out the worksheet so that half the class has Version A and half has Version B (or choose one version and distribute it to all students) and ask students to follow the provided instructions. Students then answer the discussion questions and discuss them in small groups or as a whole class. Background Research: In her book, It’s the Little Things, Lena Williams (2000) described how some comments that might seem to be small and unimportant to observers are viewed differently by the person who hears them. For example, when someone seems surprised that a Black woman is a Harvard graduate or assumes that a well-dressed Black man in a hotel is a bell-hop, the overall message is that Blacks are not expected to achieve. Lawrence Graham (1995), a successful Harvard-educated lawyer who worked for a time at an all-White country club, endured comments about how articulate he was and was told that it was easy to find the “Chinaman,” a supply clerk, because his office was by the laundry. Nadal (2013) pointed to comments made to gays and lesbians that reflect gender-based stereotypes, such as “Oh well you’re feminine, so how are you a lesbian?” (p. 114). Sue (2010) used the term “microaggressions” to describe these “brief, everyday exchanges that send denigrating messages to certain individuals because of their group membership” (p. 24). As Sue noted, from the perspective of those who experience them (people of color, LGBTs, women, immigrants) these exchanges are frequent and automatic, but are often “glossed over as being innocent or innocuous” (p. 25). However, as Sue noted, microaggressions cause harm to people’s mental health and to their chances for success in the workplace and in educational settings. Recognizing the form microaggressions take and their impact on the recipient of such comments, is an important step toward addressing bias against marginalized group members (see also Nadal, 2013). References: Graham, L. O. (1995). Member of the club: Reflections on life in a racially polarized world. New York, NY: HarperCollins. Nadal, K. L. (2013). That's so gay: Microaggressions and the lesbian, gay, bisexual, and transgender community. Washington, DC: American Psychological Association. Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Hoboken, NJ: Wiley. Williams, L. (2000). It's the little things. New York, NY: Harcourt. Instructions In the handout, draw a line connecting the statements in the first column with all the possible interpretations from the second column. Each statement from Column A may connect with more than one interpretation. Be ready to explain each choice. Think critically about how a person could interpret these statements as a “put down.” After you have finished matching the statements with the interpretations, choose four statements and rewrite them so that they do not contain a hidden or negative message. For example, the statement “How long have you been in this country?” implies that the speaker believes the person was born in another country. This assumption could be right or wrong; a neutral wording of the statement might be “Where did you grow up?” or “How long have you lived in this town?” After you have rewritten the statements, answer the questions below.
Module 11 Gender Stereotypes Activity Authors: Mary E. Kite, Bridget Ryan, and Marli Simpson Objective: For this activity, students will consider how their childhood experiences have affected their current gender-associated beliefs and behaviors. Materials:
Estimated time: 15-20 minutes Group Size: This activity works best with a class size of 30 or fewer, but it could be modified for larger classes by having the instructor rotate among the groups while they discuss the topic or by having teaching assistants facilitate discussion in the smaller groups. Instructions: Have students shop online at a website such as amazon.com or toysrus.com for a child who is celebrating her or his 5th birthday. Half the class should shop for a girl and half for a boy. In 5-7 minutes, they should choose a toy in the $10-20 range. After they have chosen the toy, each student should individually answer the discussion questions. The entire class can then discuss their answers. Background Research: The process by which children learn stereotypes is dynamic; it is a combination of biological influences, children’s development of socio-cognitive abilities, and the way in which their environment is socially constructed (Blakemore, Berenbaum, & Liben, 2009). Parents, the media, and peers convey stereotypic beliefs, and children learn which behaviors are viewed as gender appropriate and which are not (see Matlin, 2012, for a review). By around age 3, for example, most children can accurately identify another child’s sex and about half can correctly label toys by gender (Campbell, Shirley, & Candy, 2004); by age 5, most children can do so (Ruble & Martin, 1998). Children’s toy preferences reflect these beliefs; research shows that girls are more likely to list dolls, stuffed animals and educational activities as their favorite toys whereas boys are more likely to list manipulative toys, vehicles, and action figures as their favorites (e.g., Cherney & London, 2006). Cherney and London also found that boys’ preference for masculine television programs and girls’ preference for feminine television programs increased with age. Gender-associated beliefs also can affect the roles children expect to fulfill. Levy, Sadovsky, and Troseth (2000), for example, found that children’s predictions about their happiness in future occupations reflected gender stereotypic beliefs; more boys expected to be happy in a masculine occupation and more girls expected to be happy in a feminine occupation. References: Blakemore, J. E. O., Berenbaum, S. A., & Liben, L. S. (2009). Gender development. New York, NY: Taylor and Francis. Campbell, A., Shirley, L., & Candy, J. (2004). A longitudinal study of gender-related cognition and behavior. Developmental Science, 7, 1-9. http://dx.doi.org/10.1111/j.1467-7687.2004.00316.x Cherney, I. D. & London, K. (2006). Gender-linked differences in the toys, television shows, computer games, and outdoor activities of 5- to 13-year-old children. Sex Roles, 54, 717-726. http://dx.doi.org/10.1007/s11199-006-9037-8 Levy, G. D., Sadovsky, A. L., & Troseth, G. L. (2000). Aspects of young children’s perceptions of gender-typed occupations. Sex Roles, 42, 993-1006. http://dx.doi.org/10.1023/A:1007084516910 Matlin, M. W. (2012). The psychology of women (7th ed.). Belmont, CA: Wadsworth. Ruble, D. N. & Martin, C. L. (1998). Gender development. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology volume three: Social, emotional, and personality development (pp. 933-1016). New York, NY: Wiley. Discussion Questions
Module 12 Gay Rights Movement Timeline Activity Authors: William T. Stuller, Samantha M. Ellison, and Stephen A. Gabourel Objectives: This activity focuses on the events of the U.S. gay rights movement. The timeline provided sheds light on the oppressive forces members of the LGBT community face. It also highlights the hard-fought victories on the road to gaining their civil rights. The goals of the activity are to demonstrate the scope and longevity of the LGBT movement and to generate thoughtful discussion on the topic of sexual prejudice today and in the past. Yüklə 338,51 Kb. Dostları ilə paylaş:
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