UNIT 2: Diversity and Inclusion - MSU...

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 23MichiganStateUniversityExtension4-HYouthDevelopment

UNIT 2: Diversity and Inclusion

Principles of Citizenship:• Character

Peoplehavedifferentbeliefs,values,personalitiesandperspectivesandcomefromawidevarietyofculturalbackgrounds.Itistheresponsibilityofacitizentorecognize,understandandappreciatethesedifferences–andtoworktounderstandhowtheimpactofthesedifferences(particularlythosebasedonrace,gender,classandotherfac-tors)mayinfluencepeople’sexperienceofwhat“citizenship”meanstothem.Citizenshipisnotsimplypromotingyourownvaluesandviews;itrequiresasenseofcaring,empathyandconcernforothers.Agoodcitizenhasthecouragetostandupforwhattheybelievein,aswellastherightsofothers.Acommitmenttothecommongoodisparamount.Buttounderstandandworkforthe“commongood,”onemustbewillingtobuildtrustbylisteningandrespectingotherpeople’sideas,experienceandrealities.

Who wins? Everyone does!Strongthrivingcommunitiesdrawuponthetalentsandgiftsofdiversepeople.Theyvaluethewisdomandexperiencesofallcommunitymembersandmobilizethestrengths,skillsandtalentsofdiversegroups.Diversityisseenas“value-added”andasanassettothecommunity.Buildingrelationshipsacrossdifferencesiskeytodevelopingpartnershipsandeffortscommittedtoworkingforthecommongood.

Learning begins with meAgoodwaytodeepenyourunderstandingofissuesofdiversityandinclusionistocommittolearningmoreaboutourselves.It’simportanttohaveagoodunderstandingofourownpersonal-ity,beliefsandculturalbackgroundasafirststepinbeingopentorecognizing,understandingandappreciatingtheperspectivesanddifferencesofothers.Ifweknowourselves–includingourpreferredstylesofcommunication,valuesandreasonsbehindourbeliefs–wemaybemoreopentolearningaboutthedifferencesofotherswhichcanleadtomutuallyrespectfulinterper-sonalrelationships.Self-awarenessalsoencour-agesustolearnaboutthebiases,assumptionsandstereotypeswemayholdaboutpeopledifferentfromourselves.Learningtounlearnmisinforma-tionwemayhaveaboutourselvesandother

peopleisessentialtogoodcitizenshipandworkingforthecommongood.

Engaging in dialogue can lead to personal, interpersonal and community changeOnewaytolearnmoreaboutourselvesandaboutothersistoengageindialogue.Weliveina“debateculture”thattendstoencouragethink-ingtowardone“rightanswer”andoftenfostersdivisionandargumentsamongpeople.Dialogueisdifferent.Dialoguefostersunderstandingbyencouragingthesharingofmultipleperspectiveswhilethoseinvolvedremainopentolearningandgrowth.Engagingindialoguearoundcomplexissuessuchasthoserelatedtocitizenshipallowspeopletoexplorecommongroundfromwhichtheymightworkforpositivechangetogether.

Oncewehaveanunderstandingofourselves,wecanbeginthinkingabouthowtobestunderstandandrespectothers.Oftentimes,whenwehearanopinionthatisdifferentfromours,ourfirstreactionistoeitherdismissitcompletelyorargueagainstit.Aresponsiblecitizenwillinsteadlisteninordertounderstandthisdifferingviewpoint.Thisisnottosaythatcitizenshiprequiresaban-doningyourownopinionsforthesakeofothers’;standingupforwhatyoubelieveinisanimportantcomponentofcitizenship.Indeed,sometimestheresultofunderstandinganother’sperspectiveissimply“agreeingtodisagree.”However,acitizenwhodisplaystoleranceandarespectfordiversitywillseektofindcommongroundbetweenvaryingopinionsandviewthedifferencenotasabattletobewon,butasanopportunitytolearnandworktowardsasolutionthatbenefitsthemostpeoplepossible.

Acknowledging injustice – working for changeCitizenshipandworkingforthecommongoodrequiresustolearnaboutandacknowledgethehistoryandrealitiesofinjusticeinsocietyandin

24 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment

“We all should know that diversity makes for a rich tapestry, and we must understand that all of the threads of the tapestry are equal in value, no mat-ter what their color.”

–MayaAngelou

ourcommunities.Ifourgoalistoimproveourcommunities,itisourresponsibilitytodoourbesttoinvolve,engageandworkforeveryoneinthecommunity,regardlessofethnicity,gender,class,race,sexualorientation,age,religionandotherhumandifferences.Thefirststeptolookingatourcommunitiesinaninclusivefashionisbeinghonest

withourselvesaboutexistingstereotypesandformsofpersonalandinstitutionaldiscrimination.Intheefforttomake“progress,”groupsofpeopleareoftenleftbehind.Understandingandfeelingtheurgencytochallengeinequitiesareprecursorstoovercomingthem,andacaringcitizenwillhavetheattitudeoffairnessnecessarytodothiswork.

ReferencesKretzmann,J.P.,&McKnight,J.L.(1993).Building communities from the inside out: A path toward finding

and mobilizing a community’s assets.Chicago:ACTAPublications.

Roysircar,G.(2003).Counselorawarenessofownassumptions,values,andbiases.InG.Roysircar,P.Arredondo,J.Fuertes,J.Ponterotto,&R.Toporek,(Eds.),Multicultural counseling competencies, 2003: Association for multicultural counseling and development (17-38).Alexandria,VA:AmericanCounselingAssociation.

ACTIVITY:

Walk the (Trust) WalkDescription: Youthlearnsocialskillsandtrustbyleadingoneantherblindfoldedfromonepointtoanother.Thisactivitycanbeusedasanicebreaker.

Participant Age: 13–19

Activity Objectives:Theparticipantswill:• Buildteamtrust.• Practicecommunicationskills.

Learning and Life Skills: Communication;Cooperation;Team-work

Materials, Equipment, Handouts:oBlindfoldsequaltohalfthenumberofparticipants

Time: 20minutes

Setting: Preferablyoutdoorswithplentyofspace

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Findasafeoutdoorareafortheactivity.

During the meeting:1.Tellthegroupthattheywillbedoinganactivitytogettoknowoneanotherbetter.Askeveryonetofindapartner,someonewhomtheydon’tknowverywell.(Ifthereareanoddnumberofparticipants,thefacilitatorcanparticipate.)Giveeachpairablindfold.

2. Ifnotoutsidealready,takethegroupoutside.Explaintothemthatonepersonineachpairmustvolunteertobeblindfolded.Giveinstructionsthatonemem-beristoputtheblindfoldon;makesurethattheblindfoldedpeoplecannotsee.

3. Instructthegroupthatthenon-blindfoldedmemberineachpairistochooseapointsomewhereintheimmediateareatoserveasthe“destination”orendpoint.Thegoaloftheactivityisforthenon-blindfoldedmembertogiveonlyverbaldirectionstotheblindfoldedmembertoleadthemfromthestartingpointtothedestination.Teammatesmaynotmakephysicalcontactduringthisactivity,andtheblindfoldedmembermaynotpeek.

4.Aftereverypairhasfinished.Switchroles(blindfolded/leader)andrepeattheactivitywithanewdestination.

Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:

1.Howdidyoufeelastheblindfolded?Astheleader?

2.Howdidyoucommunicatetoyourblindfoldedteammatewhenyouweretheleader?

3.Howdiditfeeltotrustyourteammatewhenyouwereblindfolded?

4.Howandwhendowehavetotrustpeopleintherealworld?Howishavingtrustinyourcommunityanimportantpartofcitizenship?

AdaptedwithpermissionfromPeer-Plus II Notebook(4H1009),developedby4-HYouthPrograms,EastLansing:MichiganStateUniversity,CooperativeExtensionService,1986.

ACTIVITY:

Communicating Through ConflictDescription: Youthworkingroupstowriteaskitdepictingaconflictsituation.Theydiscussthesituation,exploringwhethertheoutcomewasnegativeorposi-tive,whatpartiesdidwellandwhatpartiescouldhavedonedifferently.After,youthlearnandpracticeconflictresolutionskills.Finally,youthmaketheconnectionbetweenconflictresolutionandcitizenship.

Activity Objectives:Theparticipantswill:• Practiceconflictresolutionstrate-gies.

• Understandhowcommunicationaffectscitizenship.

Learning and Life Skills: Communication;ConflictResolution;ManagingFeelings

State of Michigan Social Studies Standards:StrandVI.2GroupDiscussion

Materials, Equipment, Handouts:o “ConflictRole-Play”handouto “CommunicatingThroughConflict”handouts(five):“BeginningaDifficultConversation”,“UsingContrast”,“Listening”,“DiffusingEmotions”,“MovingTowardResolution”

oNewsprintandmarkersoEaselortapeforrecordingonnews-print

oPaperforeachgroupoWritingutensils,foreachparticipant

Time: 90–120minutes,brokenintotwoparts

Setting: Indoors,tablesandchairstoaccommo-dateallparticipants.Makesureanareaisopentoserveasthe“stage.”

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Printoutonecopyofthehandout,“ConflictRole-Play,”foreachparticipantandonecopyofeachofthefive“CommunicatingThroughConflict”handoutsforeachparticipant.

• Makesurethatallparticipantshaveawritingutensil.• Bringnewsprintandmarkers(easeloptional).• Arrangeacleared“stage”areaintheroom,andensurethatallparticipantswillhaveaclearviewofthisarea.

During the meeting:Part I1.Tellparticipantsthatthepurposeofthisactivityistolearnhowtoresolvecon-flictsusingcommunication.

2.Distributethe“ConflictRole-Play”handoutsandaskfortwovolunteerstoactouttherole-playinfrontofthegroup.

3.Breakparticipantsupintoteamsoftwoorthree,andmakesureeachteamhaspaperandawritingutensil.Instructteamstowriteoutaskitthatdepictsacon-flictsituationsimilartothe“ConflictRole-Play”exampleinthattheoutcomeisnegative.Encouragethemtomaketheirsituationrealistic(evenbasedonreal-lifeexperiences,butbeingsensitivetothefeelingsofothers).Explainthateachteamwillactouttheirskitoncetheyhavefinished.

4.Alloweachteamtoactouttheirconflictskitinfrontofthegroup.

Reflection Activities and Ideas:Aftereachskit,encouragediscussionandrecordresponses:• Istheoutcomepositiveornegative?Productiveorunproductive?• Askthegrouptoidentifycertainwordsorexpressionsthatescalatedthecon-flict.

• Whatcouldhavebeendonedifferentlytoachieveamorepositiveresult?

Part II1.Distributethefive“CommunicatingThroughConflict”handoutsandexplaintothegroupthattheyaregoingtolearnandpracticesomeconflictresolu-tionskillstomakedifficultsituationsmorepeacefulandproductive.Usethehandoutstointroducetechniquesforthefivedifferentcomponentsofconflictresolution:(1)beginningadifficultconversation,(2)usingcontrast,(3)listening,(4)diffusingemotionsand(5)movingtowardresolutions.Foreachcomponent,readtheinformationandtheexamplesaloud,andthen,inpairs,havepartici-pantspracticethetechniquesforthatcomponentusingthecasesgivenonthehandout.

2.Aftergoingthroughthe“CommunicatingThroughConflict”handouts,rees-tablishtheoriginalteamsoftwoorthreefromPartI,andaskthemtowritea

newskit–usingthesamesituationfromtheirfirstskit–toreflectapositiveoutcomebasedonthetechniquestheyhavejustlearned.

3.Alloweachteamtoactouttheirnewskitinfrontofthegroup.

Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:

1.Howdidtheseskitsdifferfromthefirstround?Whatmadetheoutcomesmorepositive?

2.Whatdothesetechniqueshavetodowithcitizenship?

3.Whatissuesrelatedtocitizenshiparedifficulttotalkabout?Howcanweusethesetechniquestohavemoreproductivedialogueregardingtheseissues?

Try This, Too:• Askyouthtobrainstormtheirownexamplesituationsinwhichtheycanprac-ticeconflictresolutiontechniques,ratherthanthosegiveninthe“Communi-catingThroughConflict”handout.

• Havetheparticipantsorganizeaworkshopforotheryouthonconflictresolu-tiontechniquesusingthe“CommunicatingThroughConflict”handout.

• Havetheparticipantsactouttheirskitsforyoungerchildrentoshowthemwaysforresolvingconflicts.

• Select–orhavethegroupselect–acontroversialtopicrelatedtolocalpublicpolicyorschoolpolicy.Dividethegroupintwo,andassignonesidethe“sup-porting”viewpointregardingtheissueandtheothersidethe“opposing”viewpointregardingtheissue.Explainthattheywillhave,notadebate,butadialoguearoundthisissue,usingthetechniqueslearnedduringtheactivity.

• Re-visitthesetechniquesduringfutureactivities,forexample,ifyouthdiscusspublicpolicywithlocalgovernmentofficials.

Adaptedwithpermissionfrom“CommunicatingThroughConflict”workshopmaterialsdevelopedbyLeadNet,EastLansing:MichiganStateUniversityExtension,2006.

HANDOUT:

Conflict Role-PlayBackground: Twoteens,DavidandChristina,areworkingtogetheronplanninganeventfortheir4Hclubatwhichtheywillhelpelementaryschoolstudentslearnaboutnutrition.Theyagreedbeforehandtoeachdoanequalshareoftheworkattheevent,partofwhichinvolvesgivingapresentationtoyoungerchildrenaboutnutrition.Therearefourtaskstheyhavetodoinordertocarryouttheevent:(a)Identifyandinvitepresenterstotalkaboutnutrition,(b)putupinformationalflyersaroundtheelementaryschool,(c)gettogethercrayonsandcoloringbookstodistributetothechildrenand(d)presentafunice-breakeractivitytokick-offtheevent.Tomorrowisthedayoftheevent.Thefirstthreetasksarefinished,andallthat’sleftistopresenttheice-breakeractivity.

Characters:•David:Identifiedandinvitedthepresentersandgottogetherthecrayonsandcoloringbooksforthechildren.Healsoselectedanice-breakeractivityforthemtouse.Hefeelsthathehasdonemorethanhisshareoftheworkfortheprojectsofar.

•Christina:Putuptheinformationflyersintheelementaryschool.Shefeelsthatherteam-matehasbeenbossyandhasn’tlistenedtoherideas

Dialogue:David:So,oureventistomorrow.Doyouwanttogoaheadandpresenttheice-breakeractiv-ity?

Christina:Notreally.Iassumedwe’ddoittogether.Idon’tliketalkinginfrontofgroups.

David:(frustrated)Christina,I’vedonealmosteverythingforthisproject.Theleastyoucoulddoisleadthisactivity.Itwouldonlybefair.

Christina:(angry)Whatdoyoumean,you’vedonealmosteverything?Iputupourflyers.Andbesides,wheneverIhadanidea,youjustshotitdown!Youdon’tlistentoanythingIsay.Youjustwanttodoeverythingyourway!

David:Well,Iwantedtomakesurethiseventgoeswell.Alotofyourideasdidn’tseemliketheywouldwork.

Christina:Well,Ithinkyourideasaredumb,too!Youcanforgetaboutmepresentinganythingtomorrow!

David:Ugh!Whatareyougoodfor?

Christina:(offended)Youcanbesuchajerk!

HANDOUT: Communicating Through Conflict

Beginning a Difficult ConversationFourimportantstrategiescanhelpestablish safety(akeyfirststep)anddrawsomeoneintoaconversationaboutadifficulttopic.Theseare:

•Explainthesituation,focusingonthefactsasyouseethem.Speaktentatively,recognizingthatyourinterpretationmaynotberight.

•Tellhowthesituationisaffectingyou,emotionallyandotherwise.

•Givetheoutcomeyou’dlike.

•Askhowtheotherpersonseesthesituation.

Example:“Christina, we’ve been working on this project together for a few weeks now, and the event is tomor-row. I think we’ve done a good job, but I have a concern. We agreed at the beginning that we would both put in the same amount of work to get the project done, and I feel like I’ve done more than my share so far. I’m a little frustrated with the way we’ve broken up the work. I want the event to go well, and I want to make sure we both get to contribute equally. I think it would be fair if you presented the ice-breaker activity tomorrow. How do you see this situation?”

Findapartner.Considerthefollowingsituations.Taketurnspracticingthesefourstrategiestoopenaconversation.

1.Youandyourfellowclubmembersareplanningaproject.Atthemeeting,yourclubpresident,whoisverycompetentandconfident,dominatestheconversationanddoesn’tconsidertheothermembers’ideas.Afterthemeetingyouapproachthepresidenttoexpressyourcon-cern.

2.Onyoursportsteam,oneofyourteammatesconsistentlystaysoutlatethenightbeforegamesandistootiredtoperformwellduringthegames.Theteammate’sperformanceishurtingthewholeteam.Youhaveaconversationwithhimorherafterpracticetoaddressthis.

3.Yourfriendhasbeenbullyinganunpopularstudentinschool.You’venoticedhimorherdothisonseveraloccasions,andyoudon’tthinkthatit’sright.Afterwitnessinganotherincident,youmeetthefriendinthehallandaskifyoucantalkwithhimorheraboutit.

Using Contrast

Whensomeonehasmisunderstoodyou,acontraststatementcanbeusedinreply.Thisisadon’t/dostatementthatnegatesthebadintentionanotherhasassumedofyou,andreinforcesyourtrueintention.Italsohelpsyouavoidusingtheword“but,”whichoftenisaredflaginaconflict.Forexample:

After David tells Christina that he thinks the breakdown of work has been unequal for their project, Christina replies angrily, “What do you mean, you’ve done more than your share? I put up our flyers. And besides, you didn’t even listen to my ideas, anyway!” David’s response to Christina is: “I don’t want you to think that I don’t value your ideas or contri-butions; I do want our share of the work to be equal.”

1.Afterconfrontingyourclubpresidentabouthisorhertendencytodisregardotherclubmembers’ideas,heorsherepliessharply,“Whatareyoutalkingabout?DoyouknowhowmuchworkIdoforthisclub?”

Idon’t_____________________________________________________________________________________.

Ido_______________________________________________________________________________________.

2.Youexplaintoyourteammatehowheorsheishurtingtheteambystayingoutlatethenightbeforegames.Yourteammatereactsdefensively,saying,“Whydoyouhavesuchaproblemwithmehavingfun?Justmindyourownbusiness.”

Idon’t_____________________________________________________________________________________.

Ido_______________________________________________________________________________________.

3.Afterwitnessingyourfriendbullyalesspopularstudent,youconfronthimorhertoexpressyourdisapproval.Yourfriendreplies,“Ithoughtyouweremyfriend!You’resupposedtostandupforme.”

Idon’t__________________________________________________________________________________.

Ido____________________________________________________________________________________.

Listening

Fourimportantlisteningskillscanhelpestablishsafetyanddrawsomeoneoutordiffusesome-one’sanger.Theseare:

•Ask – “Can you tell me what you’re thinking about this?”Or,“Can you tell me why you feel that way?”

•Reflect –“You say nothing is wrong, but you seem pretty upset.”

•Paraphrase –“Let’s see if I understand. You feel unvalued when I go ahead on this project without discussing my action with you first.”

•Guess –“Do you think I took all the best parts for myself and just gave you what I didn’t want to do?”

Findapartner.Considerthefollowingsituations.Firstdecidewhichoftheabovefourskillsmightbemosteffectiveinhelpingtalkthroughtheproblem.Thenchooseonetorole-playforacoupleofminutestodemonstrateatleastoneofthelisteningskills.

1.Yourteammateforaclubprojectjusttoldyouthatshefeelsyou’renotcarryingyourweight.

2.Yourfriendisupsetwithyoubecauseshethinksthatyou’vebeenspreadingrumorsabouther.Youthinkthere’sbeenamisunderstanding,andyouwanttocleartheairwithher.Whenyouconfronther,sheresiststalkingaboutit,saying,“There’snothingtotalkabout.”

3.Youarethepresidentofyourclub.Afteroneofyourclubmeetings,apeermemberap-proachesyouandclaimsthatyouaretoocontrollinganddon’tlistentoothermembers’ideas.

Diffusing Emotions

Facingsomeone’sangerisprobablythemostdreadedaspectofdealingwithconflict.Akeytohelpingthemengageinaproductiveconversationispatience.Whenothersareactingouttheirfeelings,theyarenotreadyforrationaldialogue.Strongemotionstakeawhiletosubsidebe-causeofchemicalsthatarereleasedintotheblood.Tokeepyourselffromreactingtoangerwithangerordefensiveness,andtohelpestablishconditionsforrationaldiscussion,thereareafewstrategiesyoucanuse.

•First,askyourself,“Whywouldareasonablepersonreactthisway?HowmightIactifIwerethatperson?”Thisquestioncanhelpyouseethingsfromtheotherperson’spointofview,andavoidadefensivereaction,whichcanescalatetheanger.

•Next,uselisteningskills,especiallyreflectandparaphrase.

• Ifyoulearnyouhavedonesomethingtooffendthem,intentionallyornot,apologize.

•Afterlisteningpatientlyandrespectfully,andreflectingandparaphrasingtomakesureyouunderstandtheproblemastheyseeit,legitimizetheiremotionand invitethemtostrategizesolutions.Forexample:“Iunderstandwhyyouareupset.Imightfeelthesameway.Canwelookatwayswecouldresolvethissituation?”

Trypracticingthissequencewithapartner,usingthesituationsbelow.

1.Ateacherburstsoutofherclassroomandintothehallwaywhereyouandyourfriendsarehavingaconversationandyellsatyouaboutdisruptingherclass.Shethreatenstowriteyouup.

2.Youarethepresidentofyourclub.Duringaclubmeetingoneofthemembersmakesasug-gestionforaprojectthattheclubcouldperform.Youreplythatyoudon’tthinktheclubhasenoughmoneytodowhatthememberhassuggested.Theclubmemberreactsangrily,“Fine,nobodyeverlistenstomyideasanyway.Ishouldjustquit!”

3.Theroadswerebadleavingyourfriend’shouseandasaresultyougethomeahalfhourpastyourcurfew.Oneofyourparentsblowsupatyouforbeinglate.

Moving Toward Resolution

Youhavesuccessfullybegunadifficultconversation,listenedrespectfully,usedapologyorcon-trastwhenappropriate,legitimizedtheiremotionandinvitedthemtosearchforsolutions.Oncetheotherpersonhasagreedtotrytoresolvethesituation,thefollowingstrategiescanhelpyoumoveforward.

•Find a mutual purpose.Findsomethingyoucanbothagreeon,andbuildonthis.Forexam-ple,considerthesituationwhereSarahisgettingdefensivebecausePeterdoesn’tthinkshe’sbeendoingenoughfortheirproject.Petercansay,“Well,Ithinkwecanagreethatwebothwanttodowellonthisproject.Canwetalkaboutawaytodothisthatwebothfeelisfair?”

•Clarify the reasons underlying a position.Oftenpeopletakeopposingpositionsonissues,whentheunderlyingreasonsfortheirpositionsmightnotbeinconflict.Forexample,Sarahmaynothavebeencontributingtotheprojectbecauseshedidn’tfeelthatherideaswerewel-come.Herinterestistoparticipateanddowellontheassignment.OncePeterunderstandsthat,thetwoofthemcanbecreativeaboutfindingwaystosatisfyeachoftheirneeds.

•Agree to disagree. Openlyrecognizethoseareaswhereyoudisagree,andworkaroundthem.Makesureyouunderstandthereasonsunderneaththedisagreement.

•Brainstorm possible solutions.

ACTIVITY:

Exploring and Challenging StereotypesDesciption:Participantsengageinanactivityanddis-cussiontodeepenunderstandingaboutstereotypes,prejudiceanddiscriminationandtheconnectionstoissuesofcitizen-shipwithincommunities.

Participant Age: 13–19Activity Objectives:Theparticipantswill:• Exploredefinitionsofstereotypes,prejudiceanddiscrimination.

• Examinenegativeimpactsofpreju-diceanddiscrimination.

• Exploreconnectionsbetweencitizenshipandtheimportanceofaddressingissuesofprejudiceanddiscrimination.

Learning and Life Skills: AcceptingDifferences;Empathy;Self-Responsibility

State of Michigan Social Studies Standards: StandardII.1DiversityofPeople,Places,andCultures

Materials, Equipment, Handouts:oNewsprintandmarkers(variouscolors)

oEaselortapeforrecordingonnews-print

oHandout:“ExploringStereotypes”(Itisstronglyadvisedthatyouadaptthishandouttoincludethreeorfourracial/ethnicgroupsbasedonwhatmakessenseforthegeographicareayouliveinandtheissuesofstereo-typingandprejudicethatexist.)

Time: 60minutesSetting: Indoors,participantsseatedinacircle,ifpossible

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Printonecopyofthe“ExploringStereotypes”handoutforeachparticipant.

During the meeting:1. Introducetheconceptofstereotypeswiththefollowingstatements:

Today we’re going to focus on what we know about the concepts of stereotypes, prejudice and discrimination. These discussions are critically important to the no-tion of “citizenship” – and can be challenging at times. It may be important for us to create guidelines together about how we want to be in dialogue. What are some guidelines for discussion that you think are important for us to establish for this conversation?

2. Itmaybeimportanttofirstsetthestagebyestablishingsomeguidelinesfordiscussion.Askthegroupforsuggestionsandwritethemonnewsprintsoallcanseethem.Thefollowingareexamplesofhelpfulguidelinesrelatedtoissuesofdiversity:• Berespectful.• Listentoeachother.• Remainopenandnon-judgmental.• Besensitivetohowpainfulthesedialoguescanbetopeoplewhoarepartofgroupswhoaretargetedforstereotypes,prejudiceanddiscrimination.

• Honortheseriousnessofthelearningandconversation.

3.Begintheactivitybyaskingthegroupwhattheconceptofstereotypesmeanstothem.Jotdowntheirthoughtsandideasonnewsprint.Askifanyoneinthegroupcanrelatetobeingpartofagroupthatisstereotyped.Invitethemtosharetheirexamplesandask,“Howdoesitmakeyoufeelwhenyouexperi-encebeingstereotyped?”

4.Thankthegroupforsharingtheirexamplesandacknowledgetheirgoodworktogether.Thenofferthefollowingasonedefinitionofstereotypes:

Stereotypes are over-simplified generalizations – most often negative – about members of a particular group.

5.Tellthegroupthatwe’renowgoingtoexplorethenotionofstereotypesmoredeeply.Dividetheparticipantsintothreesmallgroups.Assignonegroup“ath-letes”,anothergroup“adults”andanothergroup“teenagers.”Giveeachgroupnewsprintandmarkersandtellthemthattheyhaveaboutthreeminutestoworktogethertocomeupwithasmanystereotypesastheycanofthatgroup.Tellthemtobepreparedtosharetheirlistwiththewholegroup.

6.Afterafewminutes,askeachgrouptosharetheirlistsandprocessadiscussionbyaskingthefollowingquestions:

• Whatdoyounoticeaboutwhatthegroupscameupwith?• Arethereanysimilaritiesordifferencesbetweenthelists?

7.Explaintothegroupthatyouwanttomoveintothenextportionoftheactivi-ty.Emphasizethatlearninganddialoguearoundtheveryrealissuesofprejudiceanddiscriminationbasedonraceandotherdifferencesareimportantaspectsofgoodcitizenship.Distributethe“ExploringStereotypes”handout.Instructparticipantstowritebeloweachgroupnameasmanystereotypesthattheycanthinkofrelatedtothatgroup.Makesuretheydonotwritetheirnamesontheirhandouts.Emphasizethatthesearestereotypesthattheyareawareof,notnecessarilyonesthattheybelieve.Allowaboutfiveminutesforthisstep.

8.Afteraboutfiveminutes,collectallofthehandouts.Shufflethehandoutstoprotecttheanonymityoftheauthors,andthenredistributeonehandouttoeachparticipantsothateveryonehasahandoutfilledoutbysomeoneotherthanthemselves.Reemphasizethatthestereotypesthateveryonegeneratedarestereotypesthattheyareawareof,notnecessarilystereotypesthattheyaccept.Askthegrouptoreadthestereotypesonthehandouttheyreceived.Recordtheirresponsesonnewsprint.

Facilitateadiscussionusingthefollowingquestionsasaguide:• Whatdoyounoticeabouttheresponses?• Howdowelearnstereotypes?Howdowegetinformationaboutgroupsdif-ferentfromus?

• Stereotypesoftenleadtopeopleinthatgroupbeingtreatedas“lessthan”whichistheessenceofdiscrimination.Canyouthinkofexamplesofhowstereotypesbasedonraceleadtodiscriminationandgroupsreceivingfewerresources?

• Whatarethecoststoallofusifwecontinuetoholdstereotypesandmisinfor-mationaboutpeopledifferentfromourselves?

• Howdobuildingrelationshipsandfriendshipswithpeopledifferentfromourselveshelptobreakdownstereotypes,biasandmisinformationthatwemayhaveaboutgroups?

• Whyisitimportanttofocusonstereotypesandworktounlearnbiasandmis-informationinordertoworkforthegreatergoodandgoodcitizenship?

• Whatideasdoyouhaveabouthowwecanworktoaddressissuesofstereo-typeanddiscrimination?

Possible key points to draw out and engage in dialogue around include: • Citizenship isaboutworking towarda trueand justdemocracy.This includeslearningmoreabouttherealitiesofourhistories–andhowwe’vealllearnedbias,stereotypesandprejudice–andhowthosebiasestoooftenleadtobehaviorsandsystemsthatareharmfultothecommongoodincommunitiesandinsociety.

• Stereotypesaregeneralizations–ormoreaccurately–overgeneralizationsandsimplificationsthatareusuallynegativeaboutagroupofpeople.

• Stereotypes are often based on race, gender, class and other human differ-ences.

• Wealllearnstereotypesthroughourfamilies,schools,faithcommunities,peergroups,themediaandotherinstitutions.CarlosCortézandothersrefertothisasthesocietalcurriculumthroughwhichwealllearninformationthatmayormaynotbehelpfulandaccurateaboutindividualsandgroups.

• Welikelyholdstereotypesandmisinformationaboutgroupsdifferentfromusevenifmembersofthatgroupdonotliveinhighnumbersinourcommunity.

• Stereotypescanbedifficulttounlearnbecauseofthetendencytolookforinforma-

tionandexamplesthat“confirm”ourbeliefs.Researchshowsthatwhenpeoplereceiveinformationthatdisconfirmstheirstereotypes,theythinkofthatpersonasan“exception”tothestereotypestheyholdofthatgroup.

• Peopleareindividuals–andtheyarepartofgroups.Notallgeneralizationsaboutgroupsarenegative.Somemaybeaguidetowhatistrueformanyindividualswithin a certain group. (For example,manyLatinos areoften connected andcommittedtotheirfamilies.)Butit’simportanttorealizethattherearelikelytobeasmanydifferenceswithingroupsastherearesimilarities.

• Even“positivestereotypes”(suchas,“allAsianAmericanstudentsaregoodatmath”)areharmful.Stereotypesfostersimpleandshallownotionsofgroupsandoftenencouragethedenialoftherealissues,complexity,wholenessandhumanityofpeopleandgroups.

• It’s importantnottodenythatpeoplearepartofgroupsandunderstandthattheremaybeaveryrealsenseofprideandgroupidentityformembersofthatgroup.Therearelikelytobemanydifferenceswithinthatgroupaswell.

• Negative stereotypes foster prejudice anddiscrimination at thepersonal andinstitutional level.Forexample, ifoneholds thestereotypicview thatAfricanAmericansarenotassmartaswhitepeople,thanteachers,schoolsandcom-munitiesmaynotquestion(orevenbeawareof)behaviors,systemsandpoliciesthatadvantagewhitestudentsattheexpenseofstudentsofcolor.

• Acommonstereotypeisthatpeopleofcolor,includingLatinos,AsianAmericans,ArabAmericansandothersare“fromsomewhereelse”andarenot“real”citizens.Peopleofcoloroftengetasked,“Whereareyoufrom?”evenwhentheyandtheirfamiliesmayhavelivedintheUnitedStatesforyears–andevengenerations.

• Everyoneholdsstereotypesthatfosterprejudicialbeliefsaboutgroupsdifferentfromthemselves.Whenthoseinthedominantgroup–thosewithmorepowerandresourcesinsociety–holdthosebeliefsandactonthemthroughlaws,rulesandpolicies,itiscalledracism,sexismandother“isms.”

• Therearemanyexamplesofhowstereotypesandbiasleadtotreatinggroupsas“lessthan.”Forexample,thebeliefthatgirlsarenotathleticandarenotasvaluedorimportantasboyshasledtotherealitythatinmostcommunitiesintheU.S.,boys’sportsreceivemanymoreresourcesandattentionincludingstadiums,cheeringsquads,schoolassembliesandcommunity-wideparades.Whilethereareincreasingsportsactivitiesavailabletogirls,boys’sportscontinuetoreceiveschoolandcommunity-widesupportandattention.(Youmaywanttoengagethegroupindialoguearoundthispointtocheckouttheperspectivesofgirlsandboysonthisissue.)

• WhilewomenintheU.S.becamefullcitizenswiththerighttovotein1920,mencontinuetomaintainfirmcontrolofthenation’smajorsystemsandinstitutionsincludinggovernment,business,industryandthemedia.Womencontinuetobepaidlessforcomparableworkdonebymen–andinMichigan,earnonly67centsonthedollarascomparedtomen.Atthepresentrateofprogressitwilltake50yearsforwomentoachieveearningsparitywithmennationwide.

• It’s important to understand the equation that racism=prejudice+power.Stereotypesandprejudiceinfluencehowthosewithpowercreateandenforcerulesandpolicieswithinorganizationsandincommunities.Forexample,sincetheframingoftheU.S.Constitutionin1787,whitenessinthiscountryhasmeantpreferenceandadvantage.IntheActofMarch26,1790,Congress’sfirstwordsoncitizenshipandtheabilitytobecomeacitizenwaslimitedto“anyalien,be-ingafreewhitepersonwhoshallhaveresidedwithinthelimitsandunderthejurisdictionoftheUnitedStatesforatermoftwoyears”(Kendall,2006).

• Historyteachesusthatthenotionof“whiteness”wascreatedrightatthebegin-ningofthedevelopmentoftheU.S.systemofgovernmentinordertoadvantage

thosewhoweredeemedaswhite.Manylegalcasesrelatedtocitizenshipovertheyearsdefinedwhowastobeconsideredwhiteandwhowasnot.Thosewhowerewhiteweregivenpreferencesandadvantagessuchastherighttovote,ownpropertyandbepartofnationalandlocaldecisionmaking.

• Thislegacyofadvantagetowhitepeopleismaintainedtodayandcontributestothecontinuationofeconomicandsocial inequitiesbetweenwhitepeopleandpeopleofcolor.

• It’sclearthatstereotypesaredangerousbecausetheytendtofosterasenseofsuperiorityandentitlementinthosewhoholdthemagainstothers.Oftenthosewhoareadvantagedbasedonrace,genderandotherdifferencesareunawareofthepreferencesandprivilegesthattheyhistoricallyandcurrentlyreceive.

• Peoplewhoarepartofgroupswhoarecommonlystereotypedanddisadvantagedmayinternalizethesemessagestothedetrimentoftheirownsenseofself-worthandcapacitytoachieve.

• Studiesshowthatevenwhenpeoplearecommittedtoequalityandegalitarianviews,theyoftenstillharbor“mentalresidue”ofhiddenbias,prejudiceandste-reotypes.

• Stereotypesandprejudiceweholdmay liehiddenbeneaththesurfaceofourthinkingandhaveanimpact(morethanweknow)onfriendswechoose,wherewechoosetoliveandgotoschool,whogetshiredandpromotedincompaniesandwho’sarrestedandprosecutedforcrimes.

• Developingacriticalconsciousnessandengaginginlearninganddiscussionaboutstereotypesandother issuesofdiversityandsocial justicecanbehealingandliberating.

• Wetendto“makeup” informationaboutpeoplebasedonstereotypeswe’velearnedwhenwedon’treallyknowpeople.Animportantwaytounlearnbiasandstereotypesistocreateauthenticrelationshipswithpeopleacrossdifferences.Thiscanbeachallengeinmanyareasbecauseweareoftendisconnectedfromoneanother.Racialsegregation,forexample,hasbeenincreasingthroughoutthepast25yearsinmanyregionsoftheUnitedStates.

Try This, TooManyofthepointslistedinthisactivitymakeexcellentdiscussionstarters.Considercuttingthestatementsintostripsandputtingthemina“hat.”Pickastatement,readitaloudandfacilitateadialogueinsmallorlargegroupsaboutthatstatement.Allowampletimesothateveryone’sviewsandvoicecanbeheard.Remembertouseguidelinesfordiscussionbecausetheseissuesoftengeneratefeelingsandmultipleperspectives.Ifthegrouphasfurtherquestions,considercreatingresearchprojectsthatencouragelearningtogodeeperaroundtheseimportantissues.

Want to Learn More?Areyouinterestedindiggingdeeperandtestingyourselfforhiddenbiasesyoumayhold.Hiddenbiastestsmea-sureunconsciousattitudesandassocia-tionswemayhaveaboutpeopleandgroups.Ourwillingnesstoexploreourownbiases,assumptionsandstereo-typesisanimportantfirststepincreat-ingpositivechangeinourcommunities.Visitthe“UnderstandingPrejudice”websiteandtakethehiddenbiastesttogetaglimpseatyourownconsciousorunconsciousattitudesbasedongenderandrace.You’llfindthetestat:http://www.understandingprejudice.org/iat/

ReferencesCortez,C.(2000).The children are watching: How the media teach about diversity.NewYork:TeachersCollegePress.

InstituteofWomen’sPolicyResearch.(2004).The status of women in Michigan.Re-trievedJune26,2007,fromhttp://www.iwpr.org/States2004/PDFs/Michigan.pdf.

Kendall,F.(2006).Understanding white privilege: Creating pathways to authentic relationships across race.NewYork:Routledge.

Orfield,G.,&Lee,C.(2006).Racial transformation and the changing nature of seg-regation.Cambridge,MA:TheCivilRightsProjectatHarvardUniversity.

Plous,S.(2003).Understanding prejudice and discrimination.NewYork:McGraw-Hill.

Shor,I.,&Freire,P.(1987).A pedagogy for liberation: Dialogues on transforming education.Westport,CT:Bergin&Garvey.

HANDOUT:

Exploring StereotypesForthegrouplistedbelow,writeasmanystereotypesthatyoucanthinkof.Thesearenotste-reotypesthatyounecessarilybelieve,butstereotypesthatyouknowtoexistforeachofthesegroups.

Black/African American Arab American

Asian American Latino/Latina/Hispanic

Native American/American Indian White/European American

ACTIVITY:

A Class DividedDescription:Bywatchingthevideo,A Class Divided,participantsaddresstheimpactofprejudiceandoppression.

Activity Objectives:Theparticipantswill:• Illustratethatprejudiceislearnedandcanbeunlearned.

• Examinethenegativeimpactofpreju-diceanddiscrimination.

• Explorethepositiveimpactofworkingtounderstandthepainofdiscriminationandtheaffectonoverallgroupcohesionacrossdifferences.

• Shedlightonoppressionatthepersonal,interpersonalandinstitutionallevels.

Learning and Life Skills: AcceptingDifferences;Empathy;Self-Responsibility

State of Michigan Social Studies Standards: StandardII.1DiversityofPeople,Places,andCultures

Mateials, Equipment, Handouts:o Video,A Class Divided.Theactivityinvolvesusingthefirst30minutesofthevideo.(ThisvideoisavailablethroughPBSVideobycalling1-800-344-3337.ItisavailableforloantothoselivinginMichiganthroughyourcountyMichiganStateUniversityExtensionoffice.MSUEstaffmembers:ThevideoisavailableforloanthroughtheMSUExtensionMulti-culturalResourceLibrary.)

o VCRandmonitoro Newsprintandmarkers(variouscolors)o Easelortapeforrecordingonnewsprint

Time: 60minutes

Setting: Indoors,roomarrangedsothateveryonecanseevideo

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• SetuptheVCRandmonitorsothatitisviewabletoallparticipants.

During the meeting:1. Introducetheactivitywiththefollowingstatements:

Today we’re going to have an opportunity to focus on issues of diversity as they relate to the development of prejudice, stereotypes and injustices. These discussions are critically important to the notion of “citizenship” – and can be challenging at times. It may be important for us to create guidelines together about how we want to be in dialogue. What are some guidelines for discussion that you think are important for us to establish for this conversation?

2. Itmaybeimportanttofirstsetthestagebyestablishingsomeguidelinesfordiscussion.Askthegroupforsuggestionsandwritethemonnewsprintsoallcanseethem.Thefollowingareexamplesofhelpfulguidelinesrelatedtoissuesofdiversity:• Berespectful.• Listendeeplytoeachother.• Remainopenandnon-judgmental.• Besensitivetohowpainfulthesedialoguescanbetopeoplewhoarepartofgroupswhoaretargetedforprejudiceanddiscrimination.

• Honortheseriousnessofthelearningandconversation.

3. Introducethevideowiththefollowingstatements:

We are now going to watch a video called AClassDivided. But first, I’d like to share a little background information about what we’re going to see. The day after The Reverend Dr. Martin Luther King, Jr. was assassinated in April 1968, Jane El-liott, a teacher in rural Riceville, Iowa, conducted a powerful exercise with her third grade students to help them experience the pain of discrimination by dividing them into groups that were “better than” and “less than” based on eye color. Two years later the Public Broadcasting System visited her classroom and filmed the exercise for an episode of the TV show Frontline. The video you are about to see, AClassDivided, features those students as adults, revisiting the exercise they experienced as third graders and reflecting on its effects on their lives.

4.Tellthegroupthatastheywatchthevideotopayspecialattentionto:• Thebehaviorsofthegroupwhentheyaretoldthattheyare“lessthan.”• Thebehaviorsofthegroupwhentheyaretoldthattheyare“betterthan.”• Thebehaviorsoftheteacher.• Yourfeelingsandreactionstothefilm.

Itmaybehelpfultowritethesestatementsonasheetofnewsprintanddisplayitonthewallduringthevideo.

5. Showapproximately30minutesofthevideo.Stopthevideotapeatthepointwhentheannouncersays,“Thisexperimenthasbeenusedwithschools,orga-nizations....”Schoolchildrenareseengettingonaschoolbusandthefilmisabouttogointoasegmentonhowthefilmhasbeenusedinprisons.

Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:1.Whatseemstostandoutforyou?2.Whatdidyounoticeaboutthechildrenwhentheyweretoldtheywereinthe“lessthan”group?

3.Whatdidyounoticeaboutthe“betterthan”group?4.Whatdidyounoticeabouttheteacher?5.Describeyourfeelingsandreactionstothevideo.6.Howdoyouseethesekindsofbeliefsandactionsplayingoutintoday’sclass-roomsandcommunities?

Possiblekeypointstodrawoutand/orsharewiththegroup:• Citizenship isaboutworking towarda trueand justdemocracy.This includeslearningmoreabouttherealitiesofourhistories–andhowwe’vealllearnedbias,stereotypesandprejudice–andhowthosebiasestoooftenleadtobehaviorsandsystemsthatareharmfultothecommongoodincommunitiesandinsociety.

• Thevideoillustrateshowprejudiceislearned.JaneElliottintroducedthethoughtthatintelligenceandmoralcharacter–andthevalueplacedonpeople–isbasedonthecoloroftheireyes.Thisissimilartohowprejudiceislearnedbasedonskincolorandotherdifferences.

• Asanauthorityfigure,theteacherhadpowerandinfluenceandsettherulesforhowthechildrenweretobehaverelatedtotheirbehaviorstowardothersbasedoneyecolor.This isverysimilartohowprejudiceanddiscriminationwork inreallife.Importantadults(parents,familymembers,teachersandothers)teachchildrenthroughwordsandactionshowtothinkandbehavetowardpeopleandgroupsthataredifferentfromthemselves.

• Prejudiceandstereotypesthatpeopleholdinfluencehowrulesandpoliciesgetcreatedinorganizationsandincommunities.Thisispowerfullyillustratedinthevideo.JaneElliotprovidedtheinformationorbeliefthatgroupsare“lessthan”basedoneyecolor.Shethencreatedrulesandsystemsthatadvantagedthoseinthe“betterthan”group.Forexample,whenthegroupwas“ontop”theygottousethedrinkingfountain,getsecondhelpingsatlunch,playontheplaygroundequipmentandhadotheradvantagesavailabletothemwhentheyweretoldtheywere“betterthan.”Whentheywereinthe“lessthan”group,theoppositewastrueandtheyweredeniedaccesstothesethings.Thisishowracism,sexismandother“isms”workinsociety.

• Inthevideo,JaneElliottconstructsor“makesup”theideathatpeoplearebetterthanothersbasedoneyecolor.Similarly,itiswidelybelievedthatraceisa“sociallyconstructed”ideawhosepurposewasandistoadvantagegroupsbasedonrace.Historyteachesus,forexample,thatthenotionof“whiteness”wascreatedrightatthebeginningofthedevelopmentoftheU.S.systemofgovernmentinordertoadvantagethosewhoweredeemedaswhite.Thesewerethepeoplewhowereallowedtovote,ownpropertyandbepartofnationalandlocaldecisionmaking.Thisnotionof“whiteness”allowedthegovernmenttojustifytheenslavementofpeopleofAfricandecentandgenocideofthosewhowereindigenoustothiscountrybeforewhitepeoplecametothisland.

• Thislegacyofadvantagetowhitepeopleismaintainedtodayandislargelyre-sponsibleforthecontinuationofmassiveeconomicandsocialinequitiesbetweenwhitepeopleandpeopleofcolor.

UNIT 2: Diversity and Inclusion - MSU...

Documents

Inclusion & Diversity at McMillan · inclusion and diversity initiatives and events. Celebrating Inclusion and Diversity at McMillan Inclusion and Diversity Award In 2017, McMillan

Diversity & inclusion

Diversity Inclusion

DIVERSITY& INCLUSION

DIVERSITY INCLUSION