Most of the listed activities were developed by students at Ball State University who were members of the immersive learning seminar "Breaking the Prejudice Habit" (Spring, 2013), were members of Dr. Kite's research group (Spring, 2016), or were members of her diversity education class (Spring, 2017). Others were developed by faculty or diversity consultants. The activities can be used in classroom curricula or in diversity training sessions. The activities are designed to help participants identify prejudices they and others might have, to teach people about various types of prejudices, and to facilitate discussion on overcoming prejudice.
religion; religious prejudice; anti-Muslim bias; diversity activity; teaching activity
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 activity was adapted from Crandall, Eshleman, and O'Brien (2002).
The objective of this activity is to identify when stereotypes are present in advertisements. Students should leave the activity with a better awareness of stereotypes in advertising.
This activity is designed to raise awareness of the stigma associated with atheism. Participants will decide whether a descriptive statement was made by an atheist or a Christian and will rate how positive or negative the statement is. They will then learn which statements were actually made by which group members and will reflect on whether their personal biases influenced their ratings. There are two versions of the handout; either or both can be used. '
The goal of this activity, created by Ellen Whitehead, Ball State University, is help people connect social justice issues to the world around them by creating a meme.
El objetivo de la actividad, creada por Ellen Whitehead, Ball State University, es ayudar la gente con conectar las temas de justicia social al mundo real con los memes.
These four activities (A, B, C, & D) have the purpose of educating students on how and where social attitudes differ across cultural contexts. The goal of Activity A is to allow students to get a basic grasp on where social attitudes differ globally, using attitudes towards homosexuality as an example. Activity B also uses attitudes towards homosexuality as an example to give students the opportunity to take the perspective of a sexual minority of a different culture in order to gain insight on how sexual minorities' experiences vary cross-culturally. The goal of Activity C is to have students study and understand people's experiences (in this example, sexual minorities') cross-culturally through a sociopolitical lens. The goal of Activity D allows instructors to easily modify the above activities to address other social issues addressed by the World Values Survey. The online database is very user friendly! Before doing any of the activities, instructors should make sure they are familiar with the World Values Survey online database (see link below).
This activity shows how our cultural beliefs affect our actions, often without our realizing it.
For this activity, students will consider how their childhood experiences have affected their current gender-associated beliefs and behaviors.
Social group members do not always realize that others hold stereotypic beliefs about them. According to Social Identity Theory, overlooking negative beliefs about one's own social group is one way to enhance one's self-image (Hogg & Abrams, 1990; Tajfel & Turner). The goal of this activity is to make students aware of stereotypes people hold, based on their generational cohort. There are materials included for groups consisting of Millenials, Generation Z, and blank templates that can be adapted for other generations.
The purpose of this activity is to bring awareness to the underrepresentation of meaningful roles for women, people of color, LGBT (Lesbian, Gay, Bisexual, Transgender), and other groups in entertainment media. Furthermore, in the reflection section this activity will prompt participants to consider how this underrepresentation relates to prejudice and social privileges.
This activity focuses on the events of the U.S. gay rights movement. The timeline provided sheds light on the oppressive forces members of the LGBT community face. It also highlights the hard-fought victories on the road to gaining their civil rights. The goals of the activity are to demonstrate the scope and longevity of the LGBT movement and to generate thoughtful discussion on the topic of sexual prejudice today and in the past.
The purpose of this activity is to explore the oppressive nature of United States policy regarding race and biological sex. The goals of this activity are to (a) shed light on the historical treatment of racial minorities and women and their struggle for civil rights; (b) introduce discussion of social dominance and the conferral of privilege, and (c) increase awareness of the parallels between discriminatory practices of the past and today.
During this activity, students identify aspects of inclusion and exclusion, also commonly known as insider and outsider groupings. One objective of this activity is to ensure that all students realize that everyone has experienced being both an "insider" and being an "outsider." Another objective is to encourage students to take the perspective of those who are excluded and to consider how those negative feelings affect others' behavior in social situations. This activity can be completed in small or large groups and can be used as an icebreaker at the beginning of the semester or as a way to generate discussion about ingroups and outgroups when that topic is addressed in a course.
The purpose of this activity is to bring awareness to many commonly used words and phrases found in everyday communication that exhibit stereotypes. Many English speakers use the example phrases without fully understanding the meaning behind them (or their history). This exercise is intended to educate participants about these phrases and why they can be harmful to the targeted group. People who are aware of these biases may use fewer stereotypes in their everyday language.
Students 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. Using two versions of the worksheet provides more examples for students to consider, but the activity works equally well with either version.
Esta actividad les enseña a los estudiantes a reconocer cómo los públicos diferentes pueden interpretar la lengua y las microagresiones. Les enseña a comprender el impacto de sus palabras.
The goal of the activity is to facilitate productive conversation about race and racism in the United States.
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. Students will consider the cues people use to categorize others including cues based on social categories, such as race and gender, and cues based on clothing style and facial expression. Students will also consider the how they might have been socialized to think a certain way about social group members.
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 how subtle beliefs and behaviors can affect social interactions in everyday life. This activity is meant to evoke thought and reflection about situations where race, gender, sexuality, disability, weight, and age can affect interactions. Students can think about whether their stereotypes and attitudes influence their own and others' behavior. There is a version of the activity for college students, a version for the workplace, and a version for middle school students modified by Jaime Linn Brown (see Materials).
Students will learn about cognitive dissonance via an experiential activity, adapted from Carkenord and Bullington (1993), that induces cognitive dissonance. Students will discuss the feelings of anxiety and discomfort that arise when dissonance is operating . They will consider the strategies people use to minimize these feelings, such as rationalization, denial, or minimization, and will learn to recognize these feelings and to work through this discomfort.