1:UNIT 1: DIVERSITY AWARENESS
Personal Identity Molecule
- Write your name in the center circle.
- In the other 5 circles write the name of five groups or categories with which you identify and that you believe are very important to your personal identity.
Diversity Iceberg
Race Gender
“The Lunch Date”
1) List any assumptions you have regarding the main female character.
2) List any assumptions you have regarding the main male character.
3) List any changes in your assumptions that may have taken place by the end of the video.
First Memories of Difference (15 points)
• Take a minute to think about your life as far back as you can remember.
• Specifically, think about the first memory you have of when you either remember yourself as being different from others or noticed someone else as being different IN ANY WAY. For the next few minutes, write about that memory on the bottom half of this paper.(10 points)
• ALSO, determine how you believe that memory has influenced you to this day. (5 points)
______
______
______
Dangerous Systematic Process
Assumptions
Stereotyping
Prejudice
Discrimination
Racism and Homophobia
Scapegoating
Genocide
Race Definitions
- minority: a group whose members share distinct physical or cultural characteristics, who are denied access to power and resources available to other groups, and who are accorded fewer rights, privileges, and opportunities.
- race: a group of people who are believed to be biologically similar, sharing genetically transmitted physical traits
- ethnicity: a group of people who share a common historical and cultural heritage and sense of group identity and belongingness
- segregation: separation of the social lives of groups of people
- de jure segregation –enforced by laws
- de facto segregation – not based on legal policy, but happening for other social reasons
- assimilation: the process by which a racial or ethnic minority loses its distinctive identity and becomes absorbed into the dominant group, adopting the cultural customs of the majority
- prejudice: a preconceived opinion, feeling or attitude regarding a racial, religious or other group without knowledge, thought or reason; often based on a stereotype
- stereotype: an oversimplified and formulaic conception or belief that portrays all members of a particular group as acting and being the same as one another
- discrimination: treatment of a person based on a prejudicial notion rather than individual merit – behavior/action
- genocide: the systematic destruction (murder) of an entire population of people
- Nazi Germany; Pol Pot in Cambodia in the 1970’s; Native Americans 1500-1800s; Rwanda early 1990’s; present day Darfur
Active Racism
the view that certain racial/ethnic groups are innately inferior and therefore their domination and exploitation are justified – ‘bigotry’
Institutional Racism
a system of advantage or unearned privilege based on race or ethnicity which benefits “whites” in America; practices or policies that are incorporated into social, political or economic institutions that operate independently from the prejudices of individualsbased on non-malicious beliefs/intent; most who participate are oblivious of its existence or their benefiting from it – this oblivion is exhibited in the insistence of whites that they are devoid of any racist beliefs or characteristics.
Worldview
The personal perspective on how we each view the world around us. Rooted in all that we have experienced during our lifetime, every individual’s worldview may be valid to oneself. The actual validity lies in the roots of each individual’s genuine experiences, which have taken place throughout our lives. Our worldview forms all of our perceptions on how we see others and how we see ourselves. Throughout our life, this perspective manifests itself into branching out and forming our opinions, self-image, assumptions, beliefs and even our values.
What does worldview mean to you? In other words, put the above definition in a few sentences using your own words.
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Growing Up Racially
This questionnaire is designed to help you identify verbal messages that you received when you were growing up as a member of your racial group. Please answer the following with as many responses as you can remember as they pertain only to your race.
1. Things I was encouraged to generally believe about people of my race.
2. Things I was discouraged to generally believe about people of my race.
3. Ways I was taught people who are members of my race thought/behaved regarding school and work.
4. Values stressed to me about how a person who is a member of my race should
behave/appear.
5. Ways I was taught to interact with people who were not members of my race.
6. People who are members of my race that I was encouraged to hold as role models, partly or
mostly because they are/were specifically members of my race.
7. What I was expected to contribute to people of my race.
8. What I could expect people of other racial groups to contribute to people who are members of
my race.
What Conflict Means to Me
Please write your name in the large circle located in the center of the page. After, please write
words in all of the empty circles that come to your mind when you think of conflict. These could
include words that pertain to your personal life or to the world around all of us.
PERSONAL CONFLICT STYLE SELF-ASSESSMENT
Use the scale below to rate how strongly you agree with the following 35 statements:
Low Agreement High Agreement
1 2 3 4 5
HINT: It is very important for you to be as honest as possible with your answers so that your self- assessment
is accurate. Your disclosure is meant to assist you individually.
NOTE: Do not be concerned if your highest score falls under a style whose label you do not prefer.
Additionally, do not be concerned if you have more than one total that is the same
____ 1. It is easier to refrain than retreat from a quarrel.
____ 2. If you cannot make a person think as you do, make that person do as you think.
____ 3. Soft words win hard hearts.
____ 4. You scratch my back I.ll scratch yours.
____ 5. Come now and let us reason together.
____ 6. When two quarrel, the person who keeps silent first is the most praiseworthy.
____ 7. Might will overcome right.
____ 8. Smooth words make smooth ways.
____ 9. Better half a loaf than no bread at all.
____ 10. Truth lies in knowledge, not in majority opinion.
____ 11. He who fights and runs away lives to fight another day.
____ 12. He hath conquered well that hath made his enemies flee.
____ 13. Kill your enemies with kindness.
____ 14. A fair exchange brings no quarrel.
____ 15. No person has the final answer but every person has a piece to contribute.
____ 16. Stay away from people who disagree with you.
____ 17. Fields are won by those who believe in winning.
____ 18. Kind words are worth much and cost little.
____ 19. Tit for tat is fair play.
____ 20. Only the person who is willing to give up the monopoly on truth can ever profit
from the truths that others hold.
____ 21. Avoid quarrelsome people, as they will only make your life miserable.
____ 22. A person who will not flee will make others flee.
____ 23. Soft words ensure harmony.
____ 24. One gift for another makes good friends.
____ 25. Bring your conflicts into the open and face them directly; only then will the
best solution be discovered.
____ 26. The best way of handling conflicts is to avoid them.
____ 27. Put your foot down where you mean to stand.
____ 28. Gentleness will triumph over anger.
____ 29. Getting part of what you want is better than not getting anything at all.
____ 30. Frankness, honesty and trust will move mountains.
____ 31. There is nothing so important that you have to fight for it.
____ 32. There are two kinds of people in the world, the winners and the losers.
____ 33. When one hits you with a stone, hit back with a piece of cotton.
____ 34. When both people give in halfway, a fair settlement is achieved.
____ 35. By digging and digging, the truth is discovered.
Opn.Wyd® Adapted from Reaching Out: Interpersonal Effectiveness and Self-Actualization(4th ed.) by David W. Johnson. Englewood Cliffs, NJ: Prentice-Hall.
PERSONAL CONFLICT STYLE SELF-ASSESSMENT
SCORING
Withdrawal Forcing Smoothing Compromise Confrontation
___ 1 ___ 2 ___ 3 ___ 4 ___ 5
___ 6 ___ 7 ___ 8 ___ 9 ___ 10
___ 11 ___ 12 ___ 13 ___ 14 ___ 15
___ 16 ___ 17 ___ 18 ___ 19 ___ 20
___ 21 ___ 22 ___ 23 ___ 24 ___ 25
___ 26 ___ 27 ___ 28 ___ 29 ___ 30
___ 31 ___ 32 ___ 33 ___ 34 ___ 35
___ total ___ total ___ total ___ total ___ total
UNDERSTANDING YOUR SCORE:
The higher the total for each conflict style, the more frequentlyyou tend to use that style. The lower the total for each conflict style, the less frequently you tend to use that style. If you find that you have the same score for more than onestyle that is okay.
Moral Quadrant: develop a deep-seeded belief that has to do with rightness or wrongnessof any given issue; often located in the gut. Expressing verbally may not always be possible.
Intellectual Quadrant: A personal disconnect or a steadfast search for a personal search for more information or data; often verbal and based on one’s thinking.
Emotional Quadrant: Responding to information through feelings. Reaches someone at aphysical level which causes an internal sensation such as anger, sadness, joy or embarrassment.
Social Quadrant: Responding to information through doing as defined by specific behaviorsand actions.
Briefly:
Moral resides in the soul
Intellectual resides in the brain
Emotional resides in the heart
Social resides in the hands and feet
The Fifth point on the compass is where we want the coordinates to converge to createeffective, authentic, fulfilling and productive dialogue.
Singleton, Linton: 2006