Download Activity Notes for Discussing Prejudice and Discrimination: Definitions and Interactions and more Exercises Physical Education and Motor Learning in PDF only on Docsity!
This worksheet is part of a curated selection of Diversity,
Equity and Inclusion exercises maintained by the UH Center
for Diversity and Inclusion. It is intended to provide an engaging,
hands-on activity that allows participants to gain a greater
understanding of Diversity, Equity and Inclusion topics.
Facilitation Guide: Cultural Pursuit
Introduce the activity to participants. This activity is designed to challenge the participants’ knowledge of different cultural information.
Pass out the questionnaire to all the participants. Have the participants move around the room trying to find people within the group who know the answer to the questions. As the participants find answers to the questions they should have that person initial their sheet. Participants are only allowed answer one question themselves. Set a time limit for the participants to find answers.
Process the activity after word.
Guided Questions: What did you think about this activity? How did you feel when you knew the answer? How did you feel when you didn’t know the answer? Did any of the answers surprise you? Why or why not? How does this activity and/or knowledge apply to your role as a GHD?
Facilitators Notes
CULTURCULTURAL PURSUIT ANSWERS CULTURCULTURAL PURSUIT ANSWERSAL PURSUIT ANSWERSAL PURSUIT ANSWERS
- The Hispanic population is predicted to rise from 12 percent in 1999 to 24 percent in 2050.
- Dennis Courtland Hayes is the Interim President of NAACP. Kweisi Mfume (pronounced Kwah-EE- see Oom-FOO-may) resigned this position in November 2004 and had been in this position since
- Simon Wiesenthal, author of books such as The Sunflower: On the Possibilities and Limits of Forgiveness and Justice Not Vengeance.
- November.
- (B) The former area code of Puerto Rico is worn as a symbol of cultural pride.
- The confederate flag, specifically that it was being flown on top of the state capital building. On July 1, 2000, it was moved from flying on top of the capital building to a monument on the state capital grounds.
- (A) Harriet Tubman (“Moses”) escaped slavery at the age of 25 and helped over 300 other slaves escape through the Underground Railroad.
- True.
- According to statistics provided by the Human Rights Campaign, Race was #1 with 58.5%, Religion was #2 with 17.2% Sexual Orientation was #3 with 13.7%, Ethnicity/National Origin was #4 with 10.4% and Disabilities were #5 with .15%
- Benazir Bhutto was elected Prime Minister of Pakistan in 1988. She served as Prime Minister twice; once between 1988-1990 and again between 1993-1996.
- Tiger Woods is Black, Native American, Asian and Caucasian. “Today” reporter Ann Curry is Asian and Caucasian. Singer Mariah Carey is Black, Venezuelan and Caucasian. Actress Halle Berry is Black and Caucasian. Actor Benjamin Bratt is Peruvian Indian and Caucasian. Actor Keanu Reeves is Caucasian, Asian and Hawaiian. Other multiracial celebrities mentioned recently are: Vin Diesel; The Rock and Derek Jeter
- False. This is the first year that this reporting structure has been used by the Census Bureau.
- May
- 1
- Cinco de Mayo.
- Sun Yatsen.
- (c) Germany. The pink triangle was used to identify homosexual people in concentration camps.
- Buddhism.
- P.J. Patterson – current Prime Minister of Jamaica. The Caribbean Community and Common Market (CARICOM) has concentrated on the promotion of the integration of the economies of Caribbean Member States, coordinating the foreign policies of the independent Member States and in Functional Cooperation, especially in relation to various areas of social and human endeavor.
- President Thambo Mbeki – He succeeded South Africa’s first black president Nelson Mandela in
- False. Langston Hughes was a famous writer of poetry, history, fiction, drama and essays during this time.
- The Special Olympics, first held in 1968.
- Sacajawea.
- Joseph Smith.
- $19,157 is the amount that the US government uses
An Aunt On a diet Non-smoker Member of a
sorority
Knows words
to the UF Fight
Song
Has recently
eaten at an
“ethnic”
restaurant
Is a vegetarian
Has lived in
more than three
states
Has worked at a
place where
uniforms are
required
Catholic
Has three or
more siblings
Has visited
another country
Speaks more
than one
language
Member of an
academic club
or organization
FREE
Celebrates
Kwanza
An Uncle
Has lived on a
farm
Has visited
another college
within the last
six months
Born outside
Florida
Has relatives
living in
another country
Thinks cold
pizza is great
for breakfast
Member of a
fraternity
Knows what
Yom Kippur is
Is an only child
DIVERSITY BINGO
Not Comfortable at all
Uneasy Fairly Comfortable
Completely Comfortable
- Your two next door neighbors in your hall are lesbian/gay.
- Your mother “comes out” to you. 1 2 3 4
- Your Lakota roommate practices traditional forms of Native American spirituality.
- Your brother’s new girlfriend is a single mother on welfare.
- Your family buys a home in a predominantly Black neighborhood.
- A child in the class in which you are student teaching is HIV positive.
- You discover that the cute young man/woman that you are attracted to is actually a woman/man.
- Your sister becomes a Buddhist. 1 2 3 4
- You discover your teenage brother kissing a male friend.
- Your Black roommate gets a full-tuition minority scholarship.
- The two other students in your Accounting project group are animal rights activists.
- Your new roommate has been in prison. 1 2 3 4
- The AG president in your area/hall is putting herself through school by exotic dancing.
- A Thai immigrant student invites you to dinner with her family.
- One of your group presentation members has a speech impediment.
- A Native American student invites you to attend a Pow-wow with him.
- Your Graduate Hall Director is visually impaired.
- Your residence hall floor is doing community service at a homeless shelter.
- One of your residents gets called to active military duty in the Middle East.
- You are asked to prepare a presentation on Diversity for your community.
Perceptions
Directions: Write in the name of your classmate who you perceive has participated or would participate in the statement below. You cannot choose yourself and try to use everyone’s name at least once.
1. Changes their car oil. ________________
2. Been to a Broadway Play. ________________
3. Likes classical music. ________________
4. Has bungee jumped. ________________
5. Played a varsity sport in high school. ________________
6. Was a boy/girl scout. ________________
7. Is a good cook. ________________
8. Likes to do Yoga ________________
9. Is an avid reader outside of class. ________________
10.Was considered very popular in high school. ________________
11.Has been in a mosh pit. ________________
12.Likes to bowl. ________________
13.Would like to have a large family ________________
14.Likes to go to casinos ________________
15.Enjoys art museums. ________________
16.Watches the Discovery or Learning channel. ________________
17.Can see singing in the rain. ________________
18.Had ballet lessons. ________________
19.Could see joining a Greek organization ________________
20.Goes to bible study ________________
21.Likes Dr. Dre/DMX/Wu-tang Clan ________________
22.Is probably from a wealthy family ________________
23.Has traveled internationally ________________
24.Can play the piano ________________
25.Likes to go hiking. ________________
26.Knows a lot about fishing. ________________
27.Follows horoscopes. ________________
28.Likes techno music ________________
29.Could see being a politician. ________________
30.Likes to be in the limelight. ________________
31.Knows what a Bar/Bat Mitzvah is ________________
32.Has seen a rated X movie ________________
33.Recycles ________________
34.Is in the Honors program _______________
Are You What You Eat?
15-20 minutes
Purpose: To introduce participants using their favorite ethnic food
Equipment and Materials: None
Procedures:
1. Pair participants and tell them that their responsibility is to interview each other about their experiences with ethnic food. Tell them to find out their partner’s favorite ethnic food, how often they eat it, and whether it is part of their family’s heritage or cultural tradition or was it introduced through social or workplace contacts. 2. Reconvene the group. Ask each person to stand and briefly introduce their partner, beginning with the person’s name and then summarizing what was discovered in the interview. Tell them they do not have to limit their report to only food topics discussed during the interview.
Debrief: As a group, discuss the connection between food and culture and ask for specific examples in everyday life.
Explore food and culture as they relate to the workplace (social gatherings, parties, formal meetings etc.). For example, do the participants realize that certain religious groups do not eat pork?
Discuss whether the types of food found in the workplace have been affected by increase in the diversity of the working population?
- Advise participants that the next step will involve individuals standing up and reading their stereotype statement. You can either simply go around the room in some order or have people randomly stand up and read their statements. Make sure that participants are respectful and listening actively for this step, as individuals are making themselves vulnerable by participating. Start by reading your own statement. This part of the activity can be extremely powerful if you introduce it energetically. It may take a few moments to start the flow of sharing; so allow for silent moments.
- Several questions can be used to process this activity:
- How do the dimensions of your identity that you chose as important differ from the dimensions other people use to make judgments about you?
- Did anybody hear somebody challenge a stereotype that you once bought into? If so, what?
- How did it feel to be able to stand up and challenge your stereotype?
- (There is usually some laughter when somebody shares common stereotype such as "I may be Arab, but I am not a terrorist" or "I may be a teacher, but I do have a social life.") I heard several moments of laughter. What was that about?
- Where do stereotypes come from?
- How can we eliminate them?
Facilitator Notes:
The key to this activity is the process of examining one's own identity and the stereotypes associated with that identity, then having one's own stereotypes challenged through others' stories and stereotype challenges. Encourage participants to think about the stereotypes they apply to people and to make a conscious effort to think more deeply about them, eventually eliminating them.
As with most activities, it can be especially effective if you participate while you facilitate. If you are willing to share your own experiences, participants are more likely to feel open to share their own.
It is crucial, especially for the final part of the activity when participants are sharing their stereotypes, to allow for silences. People will be hesitant to share initially, but once the ball starts rolling, the activity carries a lot of energy. Allow time at the end for participants to talk more about whatever stereotype they shared.
After everyone has shared their stereotype challenge, announce that anyone who would like to share another one can do so. Model by sharing another one about yourself.
Circles of My Multicultural Self
This activity highlights the multiple dimensions of our identities. It addresses the importance of individuals self-defining their identities and challenging stereotypes.
Place your name in the center circle of the structure below. Write an important aspect of your identity in each of the satellite circles -- an identifier or descriptor that you feel is important in defining you. This can include anything: Asian American, female, mother, athlete, educator, Taoist, scientist, or any descriptor with which you identify.
- Share a story about a time you were especially proud to identify yourself with one of the descriptors you used above.
- Share a story about a time it was especially painful to be identified with one of your identifiers or descriptors.
- Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are. Fill in the following sentence:
I am (a/an) _____________________ but I am NOT (a/an)_____________________.
(So if one of my identifiers was "Christian," and I thought a stereotype was that all Christians are radical right Republicans, my sentence would be:
I am a Christian, but I am NOT a radical right Republican.
- According to UNICEF, the wealth of the three richest people in the world is roughly equal to the Gross Domestic Product of: a. the 5 poorest countries b. the 18 poorest countries c. the 48 poorest countries d. the 308 poorest countries
- How many people in the U.S. live in poverty according to the U.S. Census Bureau? a. 1 million b. 12 million c. 37 million d. 120 million
- According to the U.S. Census Bureau, how much more likely are African American and Latino mortgage applicants to be turned down for a loan, even after controlling for employment, financial, and neighborhood factors? a. 15% b. 30% c. 45% d. 60%
- According to a Catalyst study, what percentage of Fortune 500 CEOs are women? a. 50% b. 22.4% c. 8.3% d. 1.2%
- According to the U.S. Census Bureau, how many millionaires are there in the U.S.? a. roughly 3,500, b. roughly 1,000, c. roughly 500, d. roughly 150,
- Which of the following statements is consistent with research on poverty and education in the U.S.? a. Economically disadvantaged people do not value education as much as people of economic means. b. Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. c. Illicit drugs are more prevalent at high-poverty schools than low-poverty schools.
- According to United for a Fair Economy, how much money did the U.S. government spend in 2005 on corporate welfare (economic incentives, often provided to support corporations’ expansions into overseas markets)? a. $1,250,000, b. $12,500,000, c. $125,000,000, d. $1,250,000,000,
- What percentage of the U.S. Government budget goes to welfare and Social Security? a. 25% to welfare and 25% to Social Security b. less than 1% to welfare and 20% to Social Security c. 20% to welfare and 1% to Social Security d. less than 1% to welfare and less than 1% to Social Security
Class and Poverty Awareness Quiz KEY
(Are you being misled?)
By Paul C. Gorski (gorski@edchange.org) for EdChange and the Multicultural Pavilion http://www.mhhe.com/multicultural
Please circle the correct answer for each question. We will discuss the answers when everyone has completed the quiz.
- In 1978 corporate CEOs in the United States earned, on average, 35 times more than the average worker. Today, they earn __ times more than the average worker. 1
d. 300**
- The majority of poor people in the U.S. live in
b. rural areas**
- According to the Bureau of Labor Statistics, approximately 33% of the U.S. workforce was unionized in
- What percentage is unionized today?
d. 12.5%**
- Which of the following variables most closely predicts how high someone will score on the SAT test?
c. Family income**
- How many children around the world die each day from hunger-related causes?
b. 16,000**
- The U.S. military budget is by far the highest of any country in the world. By 2003, the U.S. military budget was roughly equal to that of:
d. the next 20 countries combined**
- What percentage of people around the world lives on less than $750 per year?
c. 50%**
- According to UNICEF, the wealth of the three richest people in the world is roughly equal to the Gross Domestic Product of:
c. the 48 poorest countries**
- How many people in the U.S. live in poverty according to the U.S. Census Bureau?
c. 37 million**
