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relevant to topic selection: By understanding what an audience needs, where they are in their
development of self, the speaker can better adapt a topic that is relevant to the audience.
Activity 2.9 The Masculine and Feminine Scale
Objectives
Students should be able to circle the words that they think apply to themselves and state how
the words that describe them are part of their self-concept; and to discuss how our society
values or devalues masculine or feminine characteristics.
Procedure
Provide each student with the Masculine and Feminine Scale Items list below. This scale
doesn’t appear in the text, so you will have to provide the scale and the explanations to the
students. Have the students individually circle the words that they think describe themselves.
Another variation is to mask the heading so students will not identify the words as masculine
or feminine before completing the exercise. Have students count the number of circled words
in the columns to see how many are masculine and how many are feminine words.
Masculine and Feminine Scale Items2
Conceited Masculine Dependent Sincere
Confident Opportunistic Emotional Submissive
Cynical Outspoken Excitable Sympathetic
Deliberative Self-confident Fearful Talkative
Dominant Sharp-witted Feminine Timid
Hardheaded
Class Discussion
Ask students to volunteer how they handled the exercise. Did they hesitate to circle
characteristics that were identified with the other gender? Did they find themselves trying to
2 From Judy C. Person, Lynn Tuner, and William Todd-Mancillas, Gender and Communication, 2ed. (Dubuque, IA: Wm. C. Brown, 1991). All
rights reserved. Reprinted with permission.
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appear masculine or feminine? What words seem to be more valued in certain contexts?
Which are valued in the business culture? In the home? In the family? In the gang?
Activity 2.10 Values Auction
Objectives
Students should be able to identify the values and objectives that contribute to their self-
images and self-esteem; and to discuss the importance of commitment to their personal goals.
Procedure
Each student is to receive an amount of “money” equivalent to the number of months the
student can expect to live. The formula is as follows: 72 years, minus the student’s age,
minus 3 if the student drinks heavily, plus 3 if the student is a woman. Multiply the final
result by 12. This final figure is the amount of money the student has for bidding in the value
auction. When all the students have figured out their money, pass out the list of “auction
items” that follows. The student who bids the highest for each item possesses that item and
subtracts the value of the bid from his or her monetary holdings. When students use up their
money or cannot afford to bid, they drop out of the auction.
The list may be lengthened or shortened to meet time requirements, but a balance should be
maintained between long- and short-range goals and between material and nonmaterial
values. Keep a master list of items on the board so that all can see it, indicating who bought
each item and the price paid for each item.
1. Receive straight “A”s for the rest of my college career.
2. Receive $500,000 tax-free.
3. Enjoy good health for the next 45 years.
4. Find inner peace.
5. Have a better personality.
6. Have a successful relationship.
7. Make a significant contribution to the betterment of humanity.
8. Renew an old friendship.
9. Ensure that my parents will be financially secure for the rest of their lives.
10. Never procrastinate.
11. Travel to any place of my choice, all expenses paid.
12. Have a brand-new car of the make and model I choose.
13. Be free to do whatever I want, whenever I want.
14. Receive an A in this class.
15. Have a date with a famous person of my choice. (Students must say who it is
when bidding.)
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Class Discussion
The class should summarize the results of the auction by identifying the characteristics of the
items that brought the most money, the items that produced the most spirited bidding, and the
items that no one seemed to want. They should distinguish between short- and long-range
goals, personal gain and the welfare of others, and personal growth and material possessions.
Ask the students to categorize their own values on the basis of their bids. They should relate
these goals and values to their self-concepts. Specifically, how much of their lives were they
willing to devote to the goals they desired? Did the bidding reflect a realistic amount of effort
for attainment of the goals? Have they begun devoting time and energy to achieving their
goals?
money) of achieving the goal. The comparison of value systems also establishes a basis on
which to examine competition and conflict in interpersonal communication. In chapter 10,
there is further examination of the importance of identifying values and accepting the values
of others without evaluation.
Activity 2.11 Ten Statements
Objectives
Students should be able to identify positive and negative aspects of their self-images; to
describe the relationship between self-image and self-esteem; and to discuss the factors that
influence the development of self-image and self-esteem.
Procedure
After a brief discussion in which you define self-image and self-esteem, have the students
write ten words or phrases that describe themselves. When they are finished, ask for
examples of the words and phrases they have written. Without labeling the categories, write
the words or phrases on the board in three columns: physical characteristics, personality
traits, and roles or relationships. When you have a representative sample for each group, have
the students discuss the elements common to each column and ask them to identify each of
the categories.
Then ask the students to write up to ten positive statements about themselves, listing things
of which they are proud. Give them two minutes to complete their lists. Then ask them to
write up to ten negative statements about themselves, listing things of which they are not
proud or that they would like to change. Again, allow two minutes. The students should
compare the number of items on each list and announce their results. Have them also count
the number of statements of both the positive and negative lists that fit into the three
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categories of self-esteem listed on the chalkboard. Again, the students should announce their
results to the class.
In most cases, the first list of ten positive statements describing a student’s self-image
consists mostly of personality traits and roles, with few descriptions of physical
characteristics. The negative list, however, usually contains more statements about the
student’s physical and personality traits and a few statements about roles. The students
probably also will notice that they are able to make more negative than positive statements
about themselves in two minutes.
Class Discussion
1. A superficial understanding of who they are. For example, they have not given a great
deal of thought to describing themselves to others.
2. Their self-concepts are formed through their interactions with others, and others tend
to describe them in terms of their personality.
3. They tend to focus more on their negative aspects than on their positive aspects.
For example, it is socially more acceptable to describe ourselves negatively than it is
to brag.
Applications
This activity illustrates the components of self-concept. The students should become more
aware of their own self-images and self-esteem, as well as of the factors that affect the
formation and maintenance of self-concept. This activity can be used as an introduction to
self-disclosure (chapter 6) and as a preliminary exercise to “Group Bragging” (activity 6.5).
Activity 2.12 How Do You Behave When . . .
Objectives
Students should be able to describe their own behavior in relation to different levels of self-
esteem; to explain the influence of self-esteem on emotions and behavior; and to discuss the
role of verbal and nonverbal behavior in the expression of emotions.
Procedure
Distribute the “How Do You Behave When…” questionnaire that follows here to the
students. They should complete the form individually and then discuss their answers in
groups of four or five.
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How Do You Behave When…
Describe as specifically as you can the effect on (1) your language, (2) your facial
expression, (3) your posture and gestures, and (4) the way you dress when you are:
Nervous Carefree Cautious Friendly
Angry Bored Afraid Hostile
Disappointed Happy Sad Lonely
Affectionate Jealous Bold Tired
The students should focus on the similarities between their answers and the answers of the
others in their group. They should also try to determine what behavior is most affected by
emotion. In other words, what behavior best indicates or betrays that they are emotional?
Conversely, the students should realize what behavior of others best indicates others’
emotional states. Most students indicate that facial expressions are primarily indicative of
their emotions in many situations.
Class Discussion
A class discussion of the relationship between emotions and self-esteem should follow. The
students should discover that a person’s self-esteem is closely related to the emotions that are
most often experienced and that the ways in which we express emotion are influenced by our
self-acceptance.
Applications
This activity demonstrates the influence of self-esteem on emotions and, consequently, on
behavior. The activity focuses on verbal and nonverbal behavior and may be used to illustrate
the concepts discussed in later chapters. The students should also be cognizant of the need for
clarity in expression of feelings.
Activity 2.13 Oink Like a Pig
Objectives
Students should be able to explain the relationship between self-concept and behavior; to
identify the effect of their self-concepts on their behavior; and to compare their perception of
risky behavior with the perceptions of the other students.
Procedure
Distribute the “Oink Like a Pig” form on the following page to each student. Have the
students work on it individually. When the class is finished, make a class ranking for each
item and list the totals on the board. Ask if anyone will volunteer to perform any of the
activities. This can be a little risky, and you may prefer to call on some relatively uninhibited
student. If no one volunteers, ask the class to perform some of the activities in unison. For
example, the entire class may oink like a pig, or everyone may sing a song.
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Class Discussion
The class should try to ascertain similarities in the activities that were ranked as most
comfortable or most embarrassing. Important factors such as risk, self-esteem, self-
consciousness, supportiveness expected of peers, and peer pressure should be discussed in
relation to willingness to perform the tasks. If some of the students performed some of the
activities, ask if they felt as uncomfortable or as comfortable as they had predicted. An
important aspect of the discussion is to determine why the students are unwilling to behave in
unusual or unconventional ways. The students should realize the extent to which their
behavior is constrained by their self-concepts and their concern about the reactions of others.
Applications
This activity illustrates the constraints imposed on our behavior by our predictions of others’
reactions. Since self-concept is largely determined by our perception of others’ attitudes
toward us, this activity can be used to illustrate the development and maintenance of self–
esteem and self-image.
Oink Like a Pig
Assume that you are to perform each of the following tasks or activities in front of the class.
Number each of the tasks in descending order according to the degree of embarrassment or
discomfort it would cause you. Start with the most comfortable and make it 1; the second, 2; and
so on. Do not use the same number more than once.
________ A. Oink like a pig.
________ B. Walk on your hands.
________ C. Walk while balancing a book on your head.
________ D. Write “I love you” on the board ten times.
________ E. Sing a song.
________ F. Dance.
________ G. Stand with your back to a person of the opposite sex and hold hands.
________ H. Crow like a rooster.
________ I. Talk nonstop for one minute.
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Activity 2.14 In This Situation I Am . . .
Objectives
Students should be able to specify their personal self-images and self-esteem in various
situations; to discuss the relationship between their self-image and their self-esteem in
various situations; and to explain the concept of process as it relates to self-concept.
Procedure
Have each student individually complete the “In This Situation I Am . . .” form that follows
here. After each student has completed the form, divide the students into groups of four or
five to discuss the responses. The groups should clarify any answer or description that is
unclear. As the students share their responses, have them note any similar reactions to the
situations. The students should also ascertain the reasons for each of the responses.
Class Discussion
The discussion of this activity should focus on the relationship between the students’ self-
concept and behavior in a specific situation. The students usually notice a wide divergence of
responses to the same situations. They also notice their own differing responses to different
situations. The conclusion usually reached is that self-concepts differ in different situations
and that this difference affects behavior. Behavior is also determined by social norms and
peer pressure.
To illustrate the changing nature of the self even more dramatically, have the students
compare their current responses to responses they might have given last year or five years
ago. Self-concept varies not only with the situation, but also with time. The students should
realize that their self-concepts are not static and can be changed. They should recognize the
importance of identifying the situational exigencies that determine the appropriateness of
behavior. They should also realize that they must be able to select behavior that is most
appropriate for them and still be accepting of others whose behavior may be different
because of different self-concepts.
Applications
This activity illustrates the interdependence of situational factors, self-concept, and behavior.
The process nature of self-concept is examined. Students realize that people react differently
to situations because of their self-concepts. The activity also illustrates the acceptance of
others and the factors that affect understanding of others (chapter 2). You may want to
explore specific interpersonal contexts and public speaking situations as examples of
situations that interact with our self-concepts.
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In This Situation I Am . . .
For each of the situations listed below, identify your self-image and self-esteem by answering the
corresponding questions. It may be helpful to think of a specific experience that illustrates each of the
situations. For example, for “Party with Friends,” think of a party you recently attended.
My Behavior
Family Dinner
Blind Date
Funeral
Party with
Friends
Roles I played
I physically felt…
I emotionally felt…
People noticed
my…
I was conscious
of my…
I was: (yes or no)
Confident
Secure
Calm
I was satisfied with
my behavior.
I wish I had…
I would like to be in
this situation again.
(yes or no; why or
why not?)
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Activity 2.15 Who Am I? What Do I Want?
Objectives
Students should be able to identify the components that make up their self-image and self-
esteem; how their needs relate to their self-concept; and how others view their self-concept.
Procedure
J. M. Yinger writes, “Retrospectively, one can ask ‘Who am I?’” But in practice, the answer
has come before the question. To some extent we must know who we are before we can
articulate the question asking who we are. Nonetheless, we may spend too little time
considering our individual identity and what it is that we desire from our lives. In order to
explore who you are and what you want, engage in the following exercise.
Form two-person groups in your classroom. One person serves as the questioner and the
other as the respondent. The first person then asks, “What do you want?” The second
person responds. The first person continues to alternate between asking, “Who are you?” and
“What do you want?,” allowing time for the respondent to answer. At first, the respondent
provides traditional, expected, or somewhat superficial answers. As the exercise continues,
he or she may begin to provide more in-depth responses, or he or she may provide frivolous
answers and trivialize them. Sometimes people provide adjectives about who they are, such
as “sincere,” “feminine,” “caring,” “task-oriented,” “bored,” “angry,” “frustrated,” and
“impatient”; sometimes they provide roles, such as “father,” “son,” “department-store clerk,”
“mother,” “boss,” “handyperson,” and “student.” Sometimes the responses to the two
questions relate to each other.
Who: A father
What: Successful kids
Who: A husband
What: To be a good husband
Who: Boss
What: Satisfied employees
Who: Son
What: Parents who are happy about what I am doing
Who: Brother
What: Sister who achieves her goals
At other times, the “who” and the “what” bear little relationship to each other. Regardless of
which approach the respondent takes, he or she is providing important information about
him- or herself. After you have served as the questioner or the respondent for about ten or
twelve rounds, change roles.
Class Discussion
The students should respond to the following questions in a general class discussion. Beyond
the immediate information that was provided, what did you learn about yourself, and what
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did you learn about the other person? In other words, you may have learned that the other
person saw himself or herself as “insightful,” “caring about others,” “sensitive to others’
needs,” and “open to new relationships.” But what does the exchange of such information tell
you about the other person? What relationships seemed to exist between what the other
person wanted and how he or she saw himself or herself? For instance, if your partner
described herself with the words and phrases provided above, but said that what she wanted
was another person to care about her, to be sensitive to her needs, and to begin a relationship
with her, what might you conclude? Was this exercise difficult or easy for you? Why? Did
you learn any new information about yourself?
Applications
This activity is designed to make students aware of how they view themselves and how their
view of themselves relates to their needs, desires, and goals. This exercise can also be used as
an introduction to self-disclosure.
Activity 2.16 Be True to Yourself
Objectives
Students should be able to understand how their self determines the quality of their daily
interactions.
Procedure
Instruct students to keep a daily journal throughout the duration of this chapter. Tell them
that following significant interactions with their friends, they should note how their self-
concept was involved in those interactions. In other words, how did the individual’s self-
image and self-esteem function in the overall value of the conversation that took place? This
journal should be kept until the instructor facilitates a conversation on how important the self
is in determining the quality of interactions with others.
Class Discussion
Students should discuss the specific types of interactions and some specific examples of their
self-concept impacting upon those interactions. Did males and females differ in
distinguishing relational episodes? How did an individual’s self-esteem function in
conversational competence? What would you think constitutes a quality interaction?
Applications
This activity serves to point out that much of what is communicated in daily interactions is
contingent on our consciousness of our being. That is, we can determine how valuable an
interaction will be with a significant person.
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Activity 2.17 So That’s What I’m Like!
Objectives
Students should be able to understand how images of the self are reflective through
interactions with others.
Procedure
Show the film The Breakfast Club to the class. Instruct students to note the various
conversations between the central characters that depict an individual’s self-image.
Class Discussion
The discussion may be guided by the following questions: How did the characters change
their self-images from the beginning to the end of the movie? How do the self-images of the
students in the film represent a categorization by other people such as the family? Are the
various roles depicted reflecting the characters’ self-images? Cite examples as necessary.
Applications
This film is a valuable one to own. It represents a host of communication concepts that are
discussed in the text. The movie and exercise also show how our self-images are composed
of a multitude of factors, not solely the way others view us or the way we view others. This
activity is especially applicable to information on self-concept and self-esteem and their
relationship to self-image.