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Classroom Activity 1: Prejudice Experiments
written by American Psychological Association (2013, originally published 2013),
Source: www.apa.org
Source: www.apa.org
"Privilege Exercise (Arnie Kahn, adapted from Peggy McIntosh)
Have students stand in a straight line (quite close together) and request that
they hold hands with the person on either side of them for as long as possible
and refrain from speaking during the exercise. Then ask:
If you were ever called names becau...
Sample
written by American Psychological Association (2013, originally published 2013),
Source: www.apa.org
Source: www.apa.org
Description
"Privilege Exercise (Arnie Kahn, adapted from Peggy McIntosh)
Have students stand in a straight line (quite close together) and request that
they hold hands with the person on either side of them for as long as possible
and refrain from speaking during the exercise. Then ask:
If you were ever called names because of your race, class, ethnicity, gender,
or sexual orientation, take one step back.
If your parents were professional, doctors, law...
"Privilege Exercise (Arnie Kahn, adapted from Peggy McIntosh)
Have students stand in a straight line (quite close together) and request that
they hold hands with the person on either side of them for as long as possible
and refrain from speaking during the exercise. Then ask:
If you were ever called names because of your race, class, ethnicity, gender,
or sexual orientation, take one step back.
If your parents were professional, doctors, lawyers, etc., take one step forward.
If you were raised in an area where there was prostitution, drug activity, etc., take
one step back.
If you ever tried to change your appearance, mannerisms, or behavior to avoid
being judged or ridiculed, take one step back.
If there were more than 50 books in your house when you grew up, take one step
forward.
If you ever had to skip a meal or were hungry because there was not enough
money to buy food when you were growing up, take one step back.
If your parents brought you to art galleries or plays, take one step forward.
If one of your parents was unemployed or lad off, not by choice, take one
step back.
If you attended a private school or private summer camp, take one step forward.
If your family ever had to move because they could not afford the rent, take one
step back.
If you were ever discouraged from academic pursuits or jobs because of race,
class, ethnicity, gender or sexual orientation, take one step back.
If you were ever encouraged to attend a college by your parents, take one step
forward.
If prior to age 18, you took a vacation out of the country, take one step forward.
If one of your parents did not complete high school, take one step back.
If your family owned your own house, take one step forward.
If you were ever offered a good job because of your association or connection
with a friend or family member, take one step forward.
If you ever inherited money or property, take a step forward.
If you ever had to rely primarily on public transportation, take one step back.
If you were generally able to avoid places that were dangerous, take one step
forward.
If your parents told you that you could be anything you wanted to be, take one
step forward."
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Field of Study
Psychology
Content Type
Instructional material
Author / Creator
American Psychological Association
Date Published / Released
2013
Person Discussed
Jane Elliott, 1933-1861
Topic / Theme
Blue Eyed Brown Eyed Experiment, Observation Methods, Experimental Design, Social Psychology, Prejudice
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Classroom Activity 3: Prejudice Experiments
In this classroom activity, the instructor divides students into small groups and gives each group some pages with dialogue between a female and male. There are two versions of this dialogue, although the instructor does not disclose this information at first. One version contains the dialogue as it was originally...
Sample
Description
In this classroom activity, the instructor divides students into small groups and gives each group some pages with dialogue between a female and male. There are two versions of this dialogue, although the instructor does not disclose this information at first. One version contains the dialogue as it was originally published, and the other reverses the gender of the speakers. After handing out dialogue excerpts to each group, I give students 10 mi...
In this classroom activity, the instructor divides students into small groups and gives each group some pages with dialogue between a female and male. There are two versions of this dialogue, although the instructor does not disclose this information at first. One version contains the dialogue as it was originally published, and the other reverses the gender of the speakers. After handing out dialogue excerpts to each group, I give students 10 minutes or so to read the dialogue and discuss their impressions of the two characters. Most groups choose to read the dialogue out loud, assigning the speaking roles to different group members. Once the groups have finished this part of the activity, I ask all students to write down their impressions of the dialogue characters (this written record prevents students from changing their impressions in response to their peers during later class discussions) Next, I ask each group to tell me something about the characters. This discussion typically reveals very different impressions depending on which of the two dialogues students read. For instance, a group with the original version might view the man in the dialogue "calm and rational" and the woman as "emotional yet strong," but a group with the reversed dialogue might view the man as "whiney, clingy, and manipulative" and the woman as "cold and uninterested in him." Once a few students have offered their impressions, I reveal that there are two versions of the dialogue. At this point, I invite students to take another 10 minutes with their group and discuss whether their impressions of the characters would be different if the genders were reversed from what the group read earlier. In the last phase of the activity, I hold a class discussion in which students talk about any gender biases they encountered or displayed, where these biases come from, whether the biases are harmful, and how best to reduce biases if indeed they are harmful.
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Field of Study
Psychology
Content Type
Instructional material
Author / Creator
Amy Taylor
Date Published / Released
2013
Person Discussed
Jane Elliott, 1933-1861
Topic / Theme
Blue Eyed Brown Eyed Experiment, Experimental Design, Observation Methods, Social Psychology, Prejudice
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