VOLUME 10 | ISSUE 30
LOOKING IN THE MIRROR:DIVERSITY LACKING IN WHAT WE WATCH
SECONDARY RESOURCES
NOTE TO EDUCATORS g
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The following activities are designed to stimulate
a current events discussion. Generative in nature,
these questions can be a launching point for
additional assignments or research projects.
Teachers are encouraged to adapt these activities
to meet the contextual needs of their classroom.
Actor and director Lorne Cardinal has worked for 25 years to bring Indigenous faces to Canada’s stages and
screens. (Photo courtesy of Lorne Cardinal)
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BACKGROUND INFORMATION
• Last year, researchers at the University of
Southern California studied 414 Hollywood
films and TV series. They found that only
one third of characters with speaking roles
were women, 28.3 percent were visible
minorities, and only two percent were
lesbian, gay, bisexual or transgender. (CBC)
• At the 2016 Academy Awards, also known
as the “Oscars,” which recognize
achievements in the film industry, for the
second year in a row only white actors were
nominated in the four most influential
categories—best actor/actress and best
supporting actor/actress. An investigation
by the Los Angeles Times in 2012 found
that among the Academy group who choose
the nominees every year, 94 percent were
white and 77 percent were men. (CBC)
• A 2012 study at Ryerson University looked
at diversity among Canadian screenwriters
—the people who write the scripts for TV
shows and movies. It found that only 35
percent of Canadian screenwriters are
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In some cases, reading the article with students
may be appropriate, coupled with reviewing the
information sheet to further explore the concepts
and contexts being discussed. From here, teachers
can select from the questions provided below. The
activity is structured to introduce students to the
issues, then allow them to explore and apply their
learnings. Students are encouraged to further
reflect on the issues.
Core Skill Sets:
women, and only 4.1 percent are visible
minorities. (DiversityInTheWorkplace.ca)
• In 2013, a University of Toronto researcher
studied television advertising in Canada
and found that 87 percent of people who
appeared in ads were white. (CBC)
• According to the National Film Board of
Canada, as of 2014, only 17 percent of
directors, 22 percent of writers and 12
percent of cinematographers in Canada
were women. (Huffington Post)
• On International Women’s Day 2016, the
National Film Board announced that it will
devote at least half of its funding to support
films directed by women over the next three
years. (Huffington Post)
• In late March, the National Arts Centre in
Ottawa announced that, by 2019, it will
create an permanent Aboriginal theatre
company alongside its English and French
language theatre companies. (Globe and
Mail)
These icons identify the most relevant core skills
students will develop using this resource. Learn
more about the WE.org Learning Framework at
www.weday.com/weschools.
KEY TERMS
Diversity—When a group includes a
variety of people with differences such as
religion, ethnicity, race, sex, etc.
Ghettoization—To confine people to a
separate and segregated area or activity
because of their race, gender, or other
identity factors.
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THEMES AND COURSE CONNECTIONS • Themes: First Nations, Métis and Inuit, Women’s Rights, Values
and Ethics, Employment, Local Issues
• Course Connections: The Arts, Business Studies, English, Social
Sciences and the Humanities, Native Studies, Career Studies,
Interdisciplinary Studies
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MATERIALS • Front board
• Paper and writing utensils
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SPECIFIC EXPECTATIONS AND LEARNING GOALS Students will:
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Develop and express responses to issues and problems
Reassess their responses to issues on the basis of new information
Participate in active group work and class discussions
Communicate effectively in writing, orally or visually
Demonstrate the ability to think critically
Develop, express and defend a position on an issue
DISCUSS
1. How do hashtags promote activism? What was the
purpose and meaning behind #OscarsSoWhite?
2. What is diversity? Other than diversity of race, what kinds
of diversity might be represented in the media? Why do
you think there is a lack of diversity on TV, in film, theatre,
etc.? How might these issues be fixed?
3. What is the connection between diversity on-screen and
self-confidence or self-esteem of viewers?
4. Why do you think self-confidence increased in Caucasian
males but decreased in females and non-Caucasian males
with more TV viewing?
5. What does “ghettoization” mean? Why is it a problem?
What might be some other examples of “ghettoization”?
(E.g., textbook callouts of “Women in History” or
“Indigenous contributions during the Second World War,”
etc.)
6. The article portrays young people as a multicultural and
gender-equal generation. What TV shows, films or theatre
productions do you feel reflect your generation?
7. How are stereotypes perpetuated in mainstream media?
What are some examples of positive, diverse shows?
If students do not identify with any of the shows they watch, have
them write a sketch of what they would like to see in a TV show or
film that they would identify with.
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Then write a reflection that answers the following questions:
• How accessible is this show (is it mainstream or indie?)
• What specifically do you like about it?
• How do you identify with it?
• How does it make you feel when you watch it?
• Is it different from other shows? What does it mean to you that it
exists?
• How does it make you think about the future? (I.e., your future or
that of media.)
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After students have finished their reflections, hold a poll to capture
and share the information. Ask students to share with the class the
shows they selected while writing a list of them on the front board.
Students may share a brief explanation of why they chose the show
if they are comfortable. Discuss the similarities and differences of
the selections student made.
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Reaffirm with students that what we watch has an impact on how we
feel, who we are and who we become. It is important to be conscious
of what we watch and to encourage media production that reflect the
diversity of our country.
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Extension: Have students contact a local TV station, national TV
provider, or TV, film and theatre creator, such as the NFB, CBC,
Stratford Festival, etc., to share their experiences with diversity in
the media and what it would mean to them to have media options
available that reflect the diversity of the audience.
ADDITIONAL RESOURCES
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APTN www.aptn.ca
National Arts Centre www.nac-cna.ca/
National Film Board www.onf-nfb.gc.ca/en/home/
WE Stand Together www.weday.com/we-stand-together
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DIVE DEEPER
Have students reflect on the effects of TV, film and theatre on their
lives. Ask students to consider the media (mainstream or not) that
they consume.
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Instruct them to select one example that they believes reflects them,
their friends or their family. It may reflect their lives currently or a
future lifestyle.
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