Travis Sky Ingersoll, PH.D., MSW, M.ED.
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|Posted on December 5, 2019 at 2:40 PM|
The Zealot/Defensive Stage of the Majority Identity Development Model is what I choose to focus on during this activity. Here's how the activity progresses. First, I let students know that we're about to talk about racial preferences in dating. I then ask them to not "out" themselves in any way during the activity and instead to speak ab out people they know who engage in any of the behaviors, give any of the justifications, or think any of the thoughts that they will discuss within their small groups. Once students have been assigned to small discussion groups (three to five students each), the Power Point presentation begins by having the students discuss in their groups the following questions: Do you know anyone who either only dates members of a specific "race" other than their own and/or will not date members of their own race? After they talk among themselves for three to five minutes, the next slide states, "Often people who only date members of a 'race' not their own tend to 'prefer' one 'race' in particular," and follows up with "What are some of the reasons they typically mention?" Once again after three to five minutes of discussion I move onto the next slide.
It's important to mention that I do not call on students or have the small discussion groups share what they've been talking about to the entire class until the very end of the activity. The next slide asks the groups to think about the following: "If their reasons included a rationale of 'preferences' connected to the race they will only date, what were they?" They are then instructed to generate lists of those stated "preferences." Finally, I have the groups of students look over those "preferences" lists and circle any items that are not connected to RACIAL STEREOTYPES.
Categories: Cross-cultural Perspectives