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Checking on Stereotypes

Always guard against the tendency to believe that everyone within a given identity group believes the same way.

Objectives

• Students will identify stereotypes they've experienced or heard

• Students will discuss how these stereotypes are not always true

• Students will identify specific ways to break down stereotypes

Materials

• 3x5 index cards for students

Activity 1

(1) Tell students that you will be reading a series of words. Instruct students to write each word on a sheet of notebook, followed by the first thought that comes to mind when they think of a person in that role. Encourage students not to censor their responses.

(2) Read the following words aloud, one by one, allowing enough time after reading each word for students to write their first thoughts:

• cheerleader

• construction worker

• grandmother

• doctor

• teacher

• librarian

• gang member

• athlete

• honor roll

• student

• nurse

• dancer

(3) Discuss the accuracy of the characteristics; have students consider whether all cheerleaders, for example, are blond or if all construction workers are men. Have students consider which of the characteristics listed under each name could be considered assumptions – ideas that we believe are true without verification

Activity 2

Similar to yesterday’s definitions exercise, have students try and come up with their own definition for “stereotypes”. Share out and discuss.

A stereotype is an oversimplified generalization about a person or group of people without regard for individual differences. Even seemingly positive stereotypes that link a person or group to a specific positive trait can have negative consequence

Questions to ask for discussion:

• How do people learn stereotypes?

• What are some ways that people can verify whether or not an assumption that they have about a group of people is accurate? What would be the value of doing so?

Key points for discussion

• Stereotypes represent a belief or assumed knowledge of an entire group based on an experience with or information about a member or members of that group. It is an easy way of categorizing complex individuals.

• Stereotyping often occurs because persistent messages are reinforced by family members, in places of worship, on school campuses and through the media. Stereotyping can be subconscious, where it subtly influences our decisions and actions, even in people who do not want to be biased.

• A key component in the development of culturally responsive conflict resolutions models is developing tools to identify and break down stereotyping. Stereotypes can be broken. When we bring people together to open up and honestly share who they are, stereotypes begin to shatter. We discover that other people are not the mental picture created by our stereotype.

Activity 3

• Distribute index cards and invite students to write down a stereotype they have heard about themselves or someone close to them.

• Shuffle the cards and invite a few students to select one, read it aloud and talk about how they think a person would feel to be stereotyped in that manner.

Follow-Up Activity

Discussion or writing prompts

1. How did it feel to share a way you have been stereotyped?

2. Did you hear a stereotype shared today that you once bought into? If so, what was it and why did you use it?

3. What are your ideas on eliminating stereotypes?

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