Exploring Language: Definitions Activity

For this exercise, students will be asked to find definitions for prejudice, discrimination, racism, sexism, and homophobia. Definitions for each word should come from two sources: the person's existing understanding and a scholarly source.

Objectives:

1.  To help students understand the five words and to explore the intricacies and implications of different definitions for each word.

2.  To help students learn to appreciate the importance of language in discussing multicultural and social justice issues, and how theprocessof discussing the definitions adds to the understanding of the terms.

Activity Description Part 1:

Divide the students into groups of 2-4 to ensure that everyone will have ample chance to participate. Each group will choose a facilitator. Each group's facilitator will begin her or his session by having each participant share her or his definition for "prejudice". The group will proceed with the rest of the definitions attempting, if possible, to reach a consensus on one definition for each word. (Rarely will the group agree on one definition.) All definitions should be discussed. When small groups are finished, bring everyone back together for a final discussion.

Notes:

(1) Definitions

·  Prejudice--an attitude about another person or group of people based on stereotypes

·  Discrimination--an action or behavior based on prejudice

·  Racism--the systemic conditions that provide some people more consistent and easier access to opportunities based on (perceived) race or ethnicity

·  Sexism--the systemic conditions that provide some people more consistent and easier access to opportunities based on (perceived) sex, gender, or gender expression

·  Heterosexism--the systemic conditions that provide some people more consistent and easier access to opportunities based on (perceived) sexual orientation

(2) Share out and decide on definitions that work for the whole class

Activity Description Part 2:

(1) Post these 3 statements in different parts of the room: “Agree; disagree; and unsure”. Have students stand by the statements they agree with:

·  Only men can be sexist

·  Only white people can be racist

·  Anybody can be racist or sexist

(2) Pause and discuss the following:

--There are individual acts of racism and institutional acts of racism

·  Individual acts can be done by anyone

·  According to the definitions above, anyone can be racist or sexist.

·  Institutional acts involve economic, class, and social factors which all add up to power.

·  Some groups in the U.S. do not have the political, economic, or social power to be racist on an institutional level. It is important to acknowledge that we all have personal power and how we exercise it is very important. Do we stand up for the right things? Who gets to make the rules and who do those rules benefit (this is a question of institutional power)?

(3) If time permits, try same activity with following statements:

·  Public schools should require all students to wear uniforms.

·  Parents should carefully monitor how their children use the internet.

·  Video games make teens violent.

·  Most young people do not respect adults.

·  Most adults do not respect teenagers.

·  Rap music makes teens violent.

·  Prejudiced people cannot be changed.

·  Jokes that focus on ethnicity, race, or sexual orientation reinforce prejudice.

·  The media unfairly portrays certain groups of people.

·  People whom the government suspects of being dangerous to the United States should be carefully watched and their activities monitored.

·  Anyone who wants to come to the United States should be allowed to enter.

·  Since the World Trade Center and Pentagon terrorist attacks, the world is no longer safe anywhere.

·  Bullying is a normal part of adolescent behavior.

·  School violence is a major problem in this country