Spring
REGARDS
for
Diversity
in
the
Residence
Halls
An
informational
binder
including
helpful
tips
and
programming
to
effectively
address
and
embrace
diversity
in
the
Residence
Halls
of
Elizabethtown
College.
Office
of
Residence
Life
11
R
ace
e g ar d s
thnicity
ender
ge
eligion
isability
exual orientation
Race
Definition: any of the traditional divisions of humankind, the commonest being the
Caucasian, Mongoloid, and Negro, characterized by supposedly distinctive and
universal physical characteristics: no longer in technical use 2. an arbitrary
classification of modern humans, sometimes, esp. formerly, based on any or a
combination of various physical characteristics, as skin color, facial form, or eye
shape, and now frequently based on such genetic markers as blood groups. 3. a
human population partially isolated reproductively from other populations, whose
members share a greater degree of physical and genetic similarity with one
another than with other humans.
Icebreakers & Programs:
Flip Side- Human Awareness:
Split everybody up into groups of two (if possible) or three, and make sure that
everybody is with a person of different ethnicity (i.e. white with Black/African
American).
Have each each person in the group describe what their day would be like if they
were the other person in the group. For instance, a white person explains what
his/her day would be like as an African American, and then an African American
explains what his/her day would be like as a white person. Use specific
examples that each group must go through. For example, African Americans
describe how they perceive it is to be white and in a required African American
history class, or to have your friends make racist jokes. On the same token, white
people describe how they percieve it is to be African American and be in a class
where he/she is the only African American or to how they percieve it is to the
target of a racist situation.
Next, have each person say what the other person got right, and what the other
person was incorrect about.
Instructions/Things Needed:
• At least two facilitators. Discussion can sometimes get heated
• A large room
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An open mind
Other Considerations:
This program works for many areas oppression that are visible, such as racism,
sexism, and ableism.
Ethnicity
Definition: pertaining to or characteristic of a people, esp. a group (ethnic group)
sharing a common and distinctive culture, religion, language, or the like
Facts:
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Low birth weight, which is related to a number of negative child health
outcomes, has been associated with lower SES and ethnic/minority status
(Fiscella et al., 2008).
Discrimination and marginalization are sometimes barriers for ethnic and
racial minorities seeking to escape poverty (Corcoran & Nichols-Casebolt,
2004).
In 2005, the high school dropout rate of Latinos was highest, followed by
those of African Americans and American Indians/Alaska Natives (National
Center for Education Statistics, 2007).
Minority children in high-poverty areas are more likely to be exposed to
alcohol and tobacco advertisements (Wallace, 1999) and drug distribution
(Wallace, 1999); they are also more likely to use drugs and exhibit antisocial
behaviors (Dubow, Edwards, & Ippolito, 1997).
The odds of being diagnosed with schizophrenia were significantly higher for
African Americans than Caucasians in lower poverty areas (Chow et al.,
2003).
Icebreakers & Programs:
Culture Walk:
There are one or two mediators, and they begin by asking a group of people, for
example, women, to move to one side of the room. The people who then haven't
identified as women ask questions, and the women give them answers. Then the
women get to say what they'd like other people to know about them. You don't
have to "talk" or "walk".
Cultural/Identity Linking - Source: BiGLTYNY Leadership
Cultural Experiment. Everyone is instructed to close their eyes and look into the
"inner mirror of them". Examine what culture means to you and what you think of
as your own cultural identity. Look for the cultural identities you claim and, when
you are ready, open your eyes and look around the room. Without talking, find
someone who you think shares a cultural identity with you. Approach that person
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and link hand. If you do not think that person shares a common cultural identity,
you may refuse to link hands. If someone offers his or her hand to you, try to find
a cultural commonality. Link hands only if you think you have found one.
Remember, no talking. Once everyone is linked, stand the group in one large
circle, and go around and answer the questions "why did you offer your hand to
someone you linked to, and why did you accept/refuse someone's hand?"
Other questions: - How did it feel to assume someone's cultural identity? - Were
you always correct? - Was it easy to find a cultural connecting? - How did it feel
to not make a link?
Note: The word culture is use to keep this activity open-ended. People often
interpret "culture" as race, ethnicity, religion, color, queerness, gender, gender
identity, clothing, multi-racial/ethnical identity, non-conforming/represented race,
ethnicity, etc. Additional Note: You can expand on this game if everyone ends in
a large pretzel, or knot - see game # 10 below.
Gender Discrimination
Definition: “Sex discrimination involves treating someone (an applicant or
employee) unfavorably because of that person’s sex.”
Icebreakers & Programs:
Learning Gender Roles: Boy/Girl Gender
Socialization Exercise
This activity continues self-reflective processes as participants write and share
short reflections about how their gender identities were informed through
childhood messages about what it meant to be a boy or a girl (also adaptible for
race, sexual orientation, socioeconomic class, religion, and other identifiers). This
activity can be used to introduce a discussion on gender socialization and
oppression, setting the groundwork for maintining a focus on talking about issues
from one's own experience instead of their perceptions of the experiences of
"those people."
Preparing and Assigning:
Ask participants to write a short (1 - 2 page) reflective piece on their childhood
memories and experiences which helped shape their gender identities and
expressions. (You may need to assign this during a meeting or two prior to when
you want to facilitate a conversation about it.) Ask them to address what
messages they received as children about what it meant to be a "boy" or a "girl."
Also, ask them to discuss who sent those messages (parents, teachers,
coaches, other kids, etc.). Be clear that this is not to be an academic piece, but a
reflective effort regarding their own experiences.
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Facilitator Notes:
In order to ensure that everybody has an opportunity to share her or his story,
break into diverse small groups of 8-10 if necessary. Give participants the option
either to read their pieces or to share their pieces and reflections from memory.
Ask for volunteers to share their stories.
Questions to facilitate a discussion after everyone has shared:
1. Have you ever systematically considered how you developed your gender
identity?
2. How are your gender identity and expression still informed or affected by
your experiences growing up?
3. What messages do you send to others regarding what it means to be a
"boy" or a "girl" or a "man" or a "woman"?
4. How did (has) your schooling play into your understanding of what it
meant (means) to be a boy or a girl or a man or a woman?
5. Have you ever been ridiculed or denied an opportunity for doing or saying
something that others didn't consider "masculine" or "feminine" enough?
How did that make you feel? How did you react? How did it affect your life
beyond that single incident?
6. Have you ever ridiculed someone else for doing something you didn't
consider "masculine" or "feminine" enough?
Points to remember:
1. Because some individuals will include very personal information, some
may be hesitant to read their work, even in the small groups. It is
sometimes effective in such situations for facilitators to share their pieces
first. Consider sharing your piece when you give this assignment. If you
make yourself vulnerable, others will be more comfortable doing the same.
2. Be sure to allow time for everyone to be able to speak, whether reading
their poems or sharing them from memory.
3. You might need to begin by differentiating between gender "identity" and
gender "expression" if you haven't done so already.
Scenario Sorting Race:
1. Decide whether to play the Scenario Sorting Race as
individuals or in small groups.
2. Decide whether to use categories or subcategories when
sorting the scenario cards. Sorting the scenarios by
category is more straightforward and will take a shorter
period of time than sorting the scenarios by subcategory.
3. Print one deck of category cards or subcategory cards
(depending on which deck you decided to play with). These
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cards can be printed from your computer and cut out
(preferably using a paper slicer).
4. Print one deck of scenario cards for each individual (or small
group). These cards can be printed from your computer and
cut out (preferably using a paper slicer).
5. To speed up the game, especially if sorting the scenario
cards, each player (or small group) can sort 15–20 scenario
cards rather than all of them.
6. Each player (or small group) should have:
a. a deck of scenario cards, and
b. a deck of category or subcategory cards (depending on
which deck you decided to play with)
7. Each player (or small group) should shuffle the scenario
cards and place them face down.
8. Each player (or small group) should place each of the
category or subcategory cards (depending on which deck
you decided to play with) face up in a row so they are all
visible.
Play:
1. When the facilitator says to begin, the player (or small
group) reads each scenario card, decides which
category/subcategory it best describes, then places it on the
appropriate card. If the scenario fits into more than one
card, select the better fit and place it on that card.
2. As each player (or small group) completes their task, keep
track of the order of completion. Wait for all players (or small
group) to finish their task.
To Win:
The first player (or small group) to correctly sort the scenario cards into the
proper category/subcategory piles wins.
•
Print materials from
http://www.genderbiaslearning.com/scenarioSortingRace.html
Ageism
According to freedictoionary.com, ageism is defined as “Discrimination based on
age, especially prejudice against the elderly.” As our society continues to age, it
is important that we all become aware of the effects that a changing demographic
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will have on our society. While the elderly are also discriminated against, college
students are also discriminated against, especially when it comes to finding a job.
Some employers believe that college students are not as competent as people
older than them but this is not necessarily the case. It is important for people of
all ages to realize the benefits that each age demographic brings to our society.
Here are just a few statistics to show how ageism is currently affecting our
society:
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87% of the population believes that women experience age discrimination
at some point in their lives
One in five men and women aged 40-60 believe being over 40 has hurt
them professionally
Men and women over 55 are almost twice as likely (32%) than
those 40-54 (18%) to admit that it has damaged their chances of getting
a new job.
1 million to 3 million Americans over 65 have been injured, exploited or
otherwise mistreated by someone on whom they depend for care or
protection.
The national General Social Survey reports that perceived discrimination
due to age increased from 6.0 percent to 8.4 percent for workers overall,
and from 11.6 percent to 16.9 percent for workers 65 and older from 1977
to 2002.
Only 10 percent of people aged 65 and over receive appropriate screening
tests for bone density, colorectal and prostate cancer, and glaucoma. This
despite the fact that the average age of colorectal cancer patients is 70,
more than 70 percent of prostate cancer is diagnosed in men over 65, and
people over 60 are six times more likely to suffer from glaucoma.
9 out of 10 nursing homes lack adequate staff.
Less than 2% of primetime television characters are age 65 or older,
whereas this group comprises 12.7% of the population.
60% of the victims identified from hurricane Katrina were age 61 or older.
They did not receive aid or attention due to their age.
Icebreakers & Programs:
Ageing Society Exercise:
Goal: The aim of the exercise is to get people thinking creatively and analytically.
The subject is how the increasing proportion of older people in society will
change the world, but actually the subject can be about any large-scale trend,
including college aged students.
The activity will prompt the use of visioning and imagination, and the
consideration of big system changes, consequences, causes and effects.
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In the case of an ageing society these changes are already upon us, so it's not a
hypothetical exercise. The activity obviously also encourages people to think
about ageism and age equality issues.
Specifically ask group members to consider and decide what they believe will be
the single greatest effect in the next 1/2/3/5 years of the ageing population on
their area of activity/responsibility/market-place - or on society generally - (years
and area of impact decided by the facilitator, depending on the
interests/responsibilities of the group).
The views of the group members can be discussed or presented or debated
depending on the facilitator's aims and constraints of the session.
Review points can include:
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Collective group decision as to the most perceptive suggestion
What suggestions are the most visionary and forward-seeing
How different suggestions might impact on each other
The extent to which group members suggestions and views differ
according to age of the group members
Early evidence or indicators of the reliability of each/any of the predictions
What information is lacking for more reliable predictions
Where information might be found if required
What differs about this type of thinking compared to day-to-day decisions
(proactive deeper thinking compared to reactive shallow)
Whether drawing diagrams and/or discussing and/or any other methods
assist this sort of thinking (for example, is this sort of deeper complex
proactive thinking easier when more senses are stimulated, or when more
people consider and share ideas?)
Does this exercise teach us anything about the power of thought as a way
to anticipate and develop solutions/responses to situations rather than
simply waiting for things to happen?
Do the collective views of the group seem to support (or not) the notion of
'the wisdom of crowds'.
Is effective forecasting and predicting of far-reaching effects chiefly based
on creative imagination or analytical logic, or equally both?
To what or particularly relevant or local trends could we usefully apply the
same thinking?
Exercise variables at the discretion of the facilitator:
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Thinking/preparation time (icebreaker requires 2-3 minutes - bigger
exercises could extent to 30 minutes or more preparation time)
Group members to work individually, in pairs or threes, or as two debating
teams
People could be asked to suggest two or three effects, not just a single
effect
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Method of presenting suggestions - discussion, presentation, debate,
diagrams, role-play? Anything else? Use your imagination?
The main subject can be varied to focus on any other significant trend - for
example: increasing world population, increasing power of new economies
(China, India, Brazil, etc), advancing technology (in any market), energy
costs and demand, gender or ethnic trends, etc.
Age Diversity Exercises for Teams (age
discrimination training, ageism awareness,
diversity development):
With the introduction of Age Discrimination legislation (UK October 2006, and
consistent with European law), there is an increased need to raise awareness
and to train people about ageism and age discrimination. Here are some ideas
for activities and exercises which will highlight the issues. See the related notes
about Age Discrimination and Diversity, including the 'objective justification' rules
explaining certain allowable age discrimination subject to robust evidence that it
is proportionate and legitimate.
Organize teams and discussions according to your situation. Here are four
separate ideas which can be used for exercises and team games.
1. Under age discrimination legislation many customary expressions in
written and spoken communications are potentially unlawful if they refer to
a person's age (any age - not only older people) in a negative way, and/or
which could cause a person to feel they are being harassed or
discriminated against. Under the law, individuals are liable (for harassment
claims) as well as employers' wider responsibilities regarding
discrimination, harassment and retirement. Some very common
expressions are potentially discriminatory or harassing if directed at
someone at work. Ask people to think of examples - there are lots of them,
such as:
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Teach an old dog new tricks
An old head on young shoulders
Mature beyond his/her years
Respect your elders
It's a young man's game
Too old
Past it
Over the hill
Put out to grass or pasture
Dead man's shoes
Too young/Not old enough/Not mature enough
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2. Direct age discrimination means treating a person at work less favorably
because of their age. Indirect discrimination is more difficult to identify and
guard against than direct discrimination, and it is equally unlawful. Indirect
discrimination is where policies, criteria, processes, activities, practices,
rules or systems create a disadvantage for someone because of their age.
These pitfalls can be less easy to identify and eliminate than directly
discriminatory behavior. Ask delegates to think of examples of potential
indirect discrimination with your own organization or within other (real or
hypothetical) organizations, and/or based on past experience. Here are
some examples - there are lots more:
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Job or person profiles or adverts (and advertising media) which stipulate
or imply an age requirement
Application or assessment documentation which includes reference to age
or date of birth
Training or job selection criteria, attitudes, expectations which differentiate
according to age
Job promotion decisions and attitudes
Pay and grades and benefits policies
Holiday entitlement and freedoms
Social activities and clubs which have or imply age restrictions
Office and work-place traditions of who should do the tea-making, errands
and menial tasks
Organizational and departmental culture, extending to jokes and banter
3. Age diversity (as other sorts of diversity) offers advantages and benefits to
all organizations and employers, especially where a diverse range of
people-related capabilities is a clear organizational and/or competitive
strength. This is particularly so in all service businesses. In all
organizations, age diversity (as other sorts of diversity) is very helpful for
management teams, which benefit from having a range and depth of skills,
and a broad mix of experience, maturity, and different perspectives, from
youngest to oldest. Diversity in organizations relates strongly to the
immensely powerful 1st Law of Cybernetics. Ask people to suggest
specific benefits which age (or any other) diversity brings to organizations.
This helps focus on the advantages of encouraging diversity, aside from
simply complying with the legislation. Here are some examples - there are
lots more:
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Diverse organizations can engage well with diverse customer groups,
markets, suppliers, etc
Diversity in management teams can more easily engage with a diverse
workforce
A diverse workforce has a fuller appreciation of market needs and trends
Diverse organizations have more answers to more questions than those
which lack diversity
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Diversity enables flexibility and adaptability - diversity has more responses
available to it than narrowly defined systems (Cybernetics again..)
Age Diversity in an organization collectively understands the past, the
present and the future
Age diversity naturally enables succession and mentoring
Age diversity in management helps executives stay in touch with the
whole organization; helps keep feet on the ground (as opposed to heads
in the clouds or up somewhere unmentionable)
Full diversity in an organization collectively understands the world,
whereas a non-diverse system by its own nature only has a limited view.
Beware of promoting age diversity by suggesting particular correlations between
age and capability, which can in itself be discriminatory. For example it is not
right to say that only older people have maturity and wisdom, nor that only
younger people have energy and vitality. Instead make the point that by having a
mixture of people and ages, an organization is far more likely to be able to meet
the diverse demands of managing itself, and engaging successfully with the
outside world, compared to an organization which lacks diversity.
4. If you do not already have an equality policy (stating the organization’s
position relating to all aspects of equality and discrimination) why not start
the creative process with a brainstorm session about what it should
contain. Incidentally the term 'brainstorming' is not normally considered to
be a discriminatory or disrespectful term, just in case anyone asks...
a. Ask the team(s) or group to list your own or other typical major
organizational processes (inwardly and outwardly directed, for
instance recruitment, training and development, customer and
supplier relationships, etc) and how each might be described so as
to ensure equality and to avoid wrongful discrimination.
b. Alternatively ask people individually or the team(s) to prepare or
research (in advance of the session, or during it if you have
sufficient internet connections) examples of other organizations'
equality policies, with a view then to suggesting and discussing as
a group all of the relevant aspects which could for used for your
own situation.
We all, irrespective of age, race, religion, gender, disability, etc., have our own
special capabilities and strengths, and it is these capabilities and strengths that
good organizations must seek to identify, assess, encourage and utilize,
regardless of age or other potentially discriminatory factors.
Respecting Sexual Diversity
Objectives:
• Examine aspects of healthy sexuality, sexual wellness, and responsible
sexual behavior.
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Examine a range of behaviors and choices regarding sexual expression.
Examine the impact of homophobia and heterosexism.
Develop strategies to deconstruct stereotypes.
Identify negative behaviors that reinforce homophobia and heterosexism.
Develop behaviors that respect sexual diversity.
Icebreakers & Programs:
Values Continuum:
Students explore their thoughts around sexual diversity. You have the option of
choosing a selection if you do not want to use all of the 7 signs.
Materials:
1. SIGNS: Value Statements for Dot Activity
2. Blank sheets of paper.
3. Green, red and yellow stickers: 12 of each color for each student
Instructions:
1. Post the 7 values signs (Values Statements for Dot Activity) around the
room along with a blank piece of paper under each statement. Write the
following statements on each sign.
• I would support a friend who decided to tell me he/she was not
heterosexual.
• I would laugh at a joke ridiculing homosexuality.
• I would laugh at a joke ridiculing heterosexuality.
• TV shows accurately represent people who are not heterosexual.
• Our school is a safe place for most students, including those who
identify themselves as gay, lesbian, bisexual or transgender.
• There are adults in this school who would be helpful to a student who
was not heterosexual.
• I would be comfortable if my teacher/best friend/sibling was gay,
lesbian, bisexual or transgender.
2. Explain that this exercise is designed to explore personal values. Give the
following instructions:
• Around the room there are a variety of different value statements. Most
of the statements are about relationships, dating and sexual behavior.
• This activity is to be done in silence and will be strictly confidential.
This activity is about your values. It does not matter what you think
your friends believe it is about making a decision which can be tough
and sometimes a bit uncomfortable. Afterwards, we will have a class
discussion. You are each to travel around the room to the different
signs and read them individually. Please be respectful of others and
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provide people with lots of space while they are taking their turn
reading the statement.
Everyone has some different colored stickers. You are to place 1
sticker behind each sign. Put a green one if you AGREE with the
statement. Red if you DISAGREE and yellow if you are UNSURE.
When you have completed reading all of the statements and placing
your stickers hand in the rest of your stickers and sit down in your seat.
3. Once the activity has been completed ask students for help in turning over
all of the blank sheets of paper. Read the first statement and ask everyone
to notice the range of responses. Ask students if anyone would like to
comment or share their perspective. Ask students to think to themselves if
their parents or friends would agree with the statement.
4. When the first statement has been fully discussed, repeat for the
remaining statements. Pacing is important as you want to get through as
many statements while making sure you hear as many points of view
participants are willing to share. If time runs out, it is o.k. not to get to all of
the statements. Make sure though that you reserve at least 10 minutes at
the end to debrief the activity with the following questions.
5. Debrief with the following discussion questions:
• How easy was it to vote on these values?
• Which statements were hardest for you?
• If your parents voted on these statements, would their votes be similar
to, or different from those of the group?
6. Encourage students to think about what they learned about personal
values and group values from doing the activity.
Myths and Realities:
Students examine their understanding of the issues surrounding sexual
orientation. Myths are identified and clarified through discussion.
Materials:
1. Take an 8 1/2’ by 11’’ sheet of paper and fold it in half.
2. Fold the short edge of one side down to the first fold, producing a 45
degree angle. Do this for the other side too.
3. Fold down the new fold you have created to the original fold you did in (1).
Repeat for the other side.
4. Do (3) again for both sides.
5. Hold center and open wings out.
6. Write a single myth or reality regarding sexual orientation on the wing of
each plane. Refer to the Myths and Realities chart below.
7. Shoot paper airplane handouts to individual students.
8. Have the student read the statement on the wing aloud.
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9. Discuss each statement as a group, identifying whether it is a myth or a
reality. Provide factual information provided in the Myths and Realities
chart below to dispel myths. Discussion questions can include:
10. Is this statement a myth or a reality?
11. What is the factual information when it comes to this statement?
MYTH
I don't know any gay,
lesbian bisexual or
transgender people.
Gay men are child
molesters.
Lesbians are failed
females, haven't found the
right man, or want to be
male.
Gay males are feminized,
failed males and want to
be female.
Bisexual and transgender
individuals just can't make
up their minds.
Gay men, lesbians,
bisexual and transgender
individuals are
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REALITY
Although you may not know any homosexuals
who are out to you, you have probably met
someone who is gay, lesbian, bisexual or
transgender. A significant percentage of any
population is not heterosexual.
By far, the majority of child molesters are
heterosexual men.
Lesbians are simply attracted to women rather
than men. Lesbians, like all women, have both
feminine and masculine qualities.
Gay males are simply attracted to men rather
than women. Gay men, like all men, have both
feminine and masculine qualities.
Bisexuals are attracted to both sexes in varying
degrees. Some may be attracted more to males,
some more to females, and some equally to both
sexes. Gender is not a deciding factor.
Transgender individuals are individuals who have
the physical characteristics of one gender but
consider themselves to be members of another.
Similar to heterosexuals; gays, lesbians,
bisexuals and transgender individuals form a
variety of relationships, lasting from one night to
promiscuous and cannot
maintain long-term
relationships.
Lesbians, gay males,
bisexual and transgender
individuals could change if
they really wanted to.
Lesbians, bisexuals, gay
men and transgender
individuals do not make
good parents.
Civil rights laws protect
bisexuals, gay men,
lesbians and transgender
individuals.
Saying something is “gay”
every so often is OK.
Homosexual people
spread disease.
Feeling safe in school is
nice, but not necessary for
education to take place.
Our community is immune
to any kind of prejudice or
racism.
many years. Research on lesbian relationships
suggests that, as a group, lesbians have more
monogamous relationships than heterosexuals
do. The Canadian Men's Survey found that the
majority of the men in gay relationships were
sexually exclusive or in monogamous
relationships.
Most studies indicate that those who are highly
motivated to change their sexual orientation may
change their behavior, but not their underlying
desire. In fact, it is often societal homophobia that
forces people to attempt to change. More and
more research suggests homosexuality has a
biological or even genetic basis; homosexuality is
not a simple matter of choice.
One out of four families has a lesbian or gay man
in the immediate family. Heterosexual parents
are found to be equally as loving or caring as
their lesbian, gay, bisexual or transgender
counterparts. There is no evidence that having
openly lesbian or gay parents harms children; the
greatest difficulty they face is homophobia in
society.
In fact, there is no Canadian Federal law
protecting people who are not heterosexual from
discrimination. The majority of Canadian
provinces and territories, however, do state
that sexual orientation is a prohibited reason for
discrimination.
Name calling and put downs create a climate
where discrimination is allowed and where
difference of any kind is not respected.
Disease, and the spread of disease, is not limited
to homosexual populations.
It is important that all students and staff in our
school feel safe. Fear inhibits quality learning.
In our community, some people are physically
and verbally attacked because they are thought
to be gay.
Student Assessment:
During the lesson, did students:
1. Knowledge:
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2.
3.
4.
5.
6.
7.
8.
9.
Examine a range of behaviors and choices regarding sexual expression?
Examine the impact of homophobia and heterosexism?
Identify negative behaviors that reinforce homophobia and heterosexism?
Skills:
Develop strategies to deconstruct stereotypes?
Develop behaviors that respect sexual diversity?
Attitudes:
Respect diverse points of view and approaches to life?
Disability Discrimination
Definition: Ableism is a neologism of United States coinage used to describe
effective discrimination against people with disabilities in favor of people who are
not disabled.
Icebreakers & Programs:
Activity # 1:
Disability in the media:
Provide the group with a newspaper or magazine article about someone with a
disability, then ask each person to complete the following exercise:
Read the article. Does the way it is written (including editorial content, adjectives
and tone) convey a positive image of the person with a disability as a "normal"
human being, focussing on the person or does it portray the person as "different",
focussing on the person's disability? How could the article be re-written to be
more positive. (Hint: imagine you are the person being talked about in the article
- how do you feel about the way the article describes you?)
Find a similar article about a person without a disability and compare the two (for
example, a profile on a Paralympian and a piece on an Olympian).
Activity # 2:
Some famous people with disabilities:
Following is a list of famous people with disabilities.
Mix up the names, occupations and disabilities and get group members to rearrange them into the correct columns.
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Discuss how the various person's disabilities made an impact on their career
and/or way of life. (This may require some research.)
Discuss individuals who are known to group members who have found their
disability does not hold them back from doing what they want to do.
Religious Diversity
There are 19 major world religions which can be subdivided into over 270 other
religious groups. Additionally, each major group can be divided even further;
Christianity contains over 34,000 subgroups worldwide. The presence of so
many religious groups leads to the issue over religious truth. Members of each
religious group regard their own beliefs as true, leading to conflict.
Promoting Religious Diversity:
1. Combat religious assumptions
a. Many people have misconceptions about other religious beliefs and
practices. By providing accurate information about other religions to
your residents, one can help foster a more informed tolerance
2. Downplay religious differences
a. Demonstrate the vast similarities between major religious groups
3. Openly discuss religion in a positive manner
a. Try not to allow the topic of religion to be “taboo” within your residence
hall
Icebreakers & Programs:
Circles of My Multicultural Self
This activity requires 20-30 minutes.
Instructions:
Ask participants to pair up with somebody they do not know very well. Invite them
to introduce themselves to each other, then follow these steps:
1. Ask participants to write their names in the center circle. They should then
fill in each satellite circle with their religious affiliation.
2. In their pairs, have participants share two stories with each other. First,
they should share stories about when they felt especially proud to be
associated with their religion. Next, they should share a story about a time
it was particularly painful to be associated with their religion.
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3. The third step will be for participants to share a stereotype they have
heard about their religion. Ask them to complete the sentence at the
bottom of the handout by filling in the blanks: "I am (a/an) ____________
but I am NOT (a/an) _____________." Provide your own example, such
as "I am a Christian, but I am NOT a radical right Republican." Instructions
for steps 1, 2, and 3 should be given at once. Allow 8-10 minutes for
participants to complete all three steps, but remind them with 2 minutes
remaining that they must fill in the stereotype sentence.
4. Probe the group for reactions to each other's stories. Ask whether anyone
heard a story she or he would like to share with the group. (Make sure the
person who originally told the story has granted permission to share it with
the entire group.)
5. Advise participants that the next step will involve individuals standing up
and reading their stereotype statements. You can simply go around the
room 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.
6. Several questions can be used to process this activity:
a. Did anybody hear somebody challenge a stereotype that you once
bought into? If so, what?
b. How did it feel to be able to stand up and challenge your stereotype?
c. I heard several moments of laughter. What was that about?
d. Where do stereotypes come from?
Create a Holiday:
Duration: Two 50-minute sessions
Description:
With a partner, students will develop a new holiday and construct a booklet
describing elements of the holiday and how it incorporates many religions.
Procedure:
Begin by discussing holidays and their various religious implications. For ideas,
have students discuss ways that they feel their culture, gender, or generation
needs to be better understood, appreciated, or celebrated. Students will
construct a booklet which explains elements of their holiday. Each booklet should
include the following:
1. Purpose of holiday
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2.
3.
4.
5.
6.
7.
Background/history/founders
Date of the holiday
Decorations and/or colors involved
Foods associated with the holiday
Symbol to represent holiday
International religions used for inspiration
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"Ageism In America." International Longevity Center-USA. Web. 9 Nov. 2010.
<http://www.ilcusa.org/media/pdfs/Ageism%20In%20America%20Executive%20Summary.pdf>.
"New Ageism Statistics from More Magazine." Blogher, 13 Nov. 2008. Web. 9
Nov. 2010. <http://www.blogher.com/new-ageism-statistics-more-magazine>.
College, E. (2009). Welcome to Religious Life at Elizabethtown College!
Retrieved November 2, 2010, from Office of the Chaplain and Religious
Life: www.etown.edu/Chaplain.aspx
Gorski, P. C. (1995). Circles of My Multicultural Self. Retrieved November 2,
2010, from Critical Multicultural Provision: www.edchange.org/multicultural
Lelwica, M. (2009). Religious Diversity: Challenges and Opportunities in the
College Classroom. Retrieved November 2, 2010, from Diversity and
Democracy: www.diversityweb.org
Robinson, B. (2008, November 20). How people view the status of religions other
than their own. Retrieved November 2, 2010, from Religious Tolerance:
www.religioustolerance.org
Vaccher, L. (2000, September 7). Create a Holiday. Retrieved November 2,
2010, from The Educator's Reference Desk: www.eduref.org
College, E. (2009). Welcome to Religious Life at Elizabethtown College!
Retrieved November 2, 2010, from Office of the Chaplain and Religious
Life: www.etown.edu/Chaplain.aspx
Gorski, P. C. (1995). Circles of My Multicultural Self. Retrieved November 2,
2010, from Critical Multicultural Provision: www.edchange.org/multicultural
Lelwica, M. (2009). Religious Diversity: Challenges and Opportunities in the
College Classroom. Retrieved November 2, 2010, from Diversity and
Democracy: www.diversityweb.org
Putatunda, By Rita. "Sexism - Gender Discrimination." Buzzle Web Portal:
Intelligent Life on the Web. Web. 08 Nov. 2010.
<http://www.buzzle.com/articles/sexism-gender-discrimination.html>.
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Robinson, B. (2008, November 20). How people view the status of religions other
than their own. Retrieved November 2, 2010, from Religious Tolerance:
www.religioustolerance.org
Vaccher, L. (2000, September 7). Create a Holiday. Retrieved November 2,
2010, from The Educator's Reference Desk: www.eduref.org
"Sex-Based Discrimination." US EEOC Home Page. Web. 08 Nov. 2010.
<http://www.eeoc.gov/laws/types/sex.cfm>.
"Sexual Orientation in the Workplace: Questions and Answers." FSIS
Advertisement Rotator. Web. 06 Dec. 2010.
<http://www.fsis.usda.gov/about_fsis/Civil_Rights_Sexual_Orientation_Qu
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Distance Learning, Organizational Development, with Team Building Games and
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Diagrams, Templates, Samples, Examples, Materials and Tools, Free Child
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2010.
<http://www.businessballs.com/freeteambuildingactivities.htm#age_diversity_exe
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http://en.wikipedia.org/wiki/Disability_discrimination
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http://www2.ed.gov/policy/rights/guid/ocr/disability.html
http://www.openroad.net.au/access/dakit/disaware/disaware.htm
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