The objective of this activity is to examine how perceived threat and ingroup bias lead to stereotypic beliefs about Muslims and Christians.
The objective of this activity is to help people better understand their own prejudices and to consider why some prejudices are acceptable and others are not.
The objective of this activity is to identify when stereotypes are present in advertisements.
This activity is designed to raise awareness of the stigma associated with atheism.
The goal of this activity is to help people connect social justice issues to the world around them by creating a meme.
These four activities can be used to educate students on how and where social attitudes differ across cultural contexts. Before doing any of the activities, instructors should make sure they are familiar with the World Values Survey online database.
This activity shows how our cultural beliefs affect our actions, often without our realizing it.
For this activity, students explore the underrepresentation of meaningful roles for women, people of color, and LGBTs in entertainment media.
The goal of this activity is to make students aware of stereotypes people hold, based on their generational cohort.
This activity highlights milestones in the gay rights movement.
This activity challenges students to take on diverse perspectives of people who are transgender or non-binary and creates rich discussion regarding the gender binary.
In this activity, students will become aware of the different ways that we use language to describe men and women.
The goal of this activity is to make students more aware of how their childhood experiences have affected their current beliefs about gender roles.
The purpose of this activity is to highlight instances of prejudice in some United States policies as well as to examine the history of race and gender in the U.S.
During this activity, participants identify aspects of inclusion and exclusion, also commonly known as insider and outsider groupings.
This activity raises students' awareness of group stereotypes in everyday language.
In this activity, participants estimate the percentages of people who have a trait for members of the general category, the men in that category, and the women in that category. Eagly and Kite (1987) found that stereotypes of the men were more similar to stereotypes of the nationality than were stereotypes of the women.
Participants will learn to identify microaggressions and will be able to reflect on how they can modify questions or comments in ways that are less likely to reflect stereotypic assumptions and beliefs.
Participants discuss why we have museums that focus on the culture and history of racial and ethnic minorities.
This activity teaches students to recognize nonverbal cues and the messages they send. Students will consider whether their interpretation of nonverbal information is affected by the race/ethnicity or gender of the person with whom they are interacting.
The purpose of this activity is for students to explore how physical appearance cues affect our perceptions of others.
The goal of the activity is for students to consider whether social media has increased, decreased, or has no overall effect on stereotypic beliefs and prejudicial attitudes.
This activity is designed to create awareness of subtle prejudice related to everyday situations and interactions.There are versions for middle school students, college students, and the workplace.
This activity is designed to help students process and consider experiences of cognitive dissonance when discussing stereotyping and prejudice.